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i
FACTORS THAT INFLUENCE JUNIOR HIGH
SCHOOL STUDENTS IN SEMARANG PREFER
TO USE BAHASA INDONESIA THAN THE
JAVANESE LANGUAGE
A THESIS
In Partial Fulfillment of the Requirements for
The Sarjana Degree Majoring Linguistics in English Department
Faculty of Humanities Diponegoro University
Submitted by:
SITI NURDJANAH
NIM: 13020111130086
FACULTY OF HUMANITIES
DIPONEGORO UNIVERSITY
SEMARANG
2015
ii
PRONOUNCEMENT
The writer honestly confirms that she compiles this thesis by herself and
without taking any result from other researches in S-1, S-2, S-3 and in diploma
degree of any university. The writer ascertains also that she does not quote any
material from other publications or someone’s paper except from the references
mentioned.
Semarang, 23 September 2015
Siti Nurdjanah
iii
MOTTO AND DEDICATION
MOTTO
“.... For indeed, with hardship [will be] ease. Indeed, with hardship [will be]
ease. So, when you have finished [your duties], then stand up [for worship], and
to your lord direct [your] longing.” (Ash-Sharh: 5-8)
“Good communication comes from people to people, but great communication
comes from people to Allah.” (Anonym)
This paper is dedicated to
God, mother, father, sister, brother,
and
to everyone who helped me accomplished this paper
“Thanks for all the support, contribution, inspiration, pray, and love”
iv
APPROVAL
Approved by,
Thesis Advisor
Dwi Wulandari, S.S., M.A
197610042001122001
v
VALIDATION
Approved by
Strata 1 Thesis Examination Committee
Faculty of Humanities Diponegoro University
on 23 of September 2015
Chair Person
Dr. Agus Subiyanto, M.A.
NIP. 19640814 199001 1 001
First Member
Dr. Deli Nirmala, M.Hum.
NIP. 19611109 198703 2 001
Second Member
Prihantoro, S.S., M.A.
NIP. 19830629 200604 1 002
Third Member
Dra. Arida Widyastuti, M.Hum.
NIP. 19630607 198903 2 001
vi
ACKNOWLEDGEMENT
Praise be to God Almighty, who has given strength and true spirit so this
research on “Factors That Influence Junior High School Students in Semarang
Prefer to Use Bahasa Indonesia than the Javanese Language” came to a completion.
In this occasion, I would like to thank all those who have supported and
contributed to the completion of this thesis. Additionally, I also would like to extend
my deepest gratitude and appreciation to the following people:
1. Dr. Redyanto Noor, M. Hum., the Dean of the Faculty of Humanities,
Diponegoro University.
2. Sukarni Suryaningsih, S.S., M.Hum., as the Head of the English
Department, Faculty of Humanities, Diponegoro University.
3. Dwi Wulandari, S.S., M.A., as my thesis advisor who had given me
continuous guidance, helpful correction, moral support, patience,
advice, and suggestion for this final paper. Without those, it is doubtful
that this final paper came into completion.
4. Dr. Agus Subiyanto, M. A., as Head of Linguistics Major of the English
Department Faculty of Humanities, Diponegoro University.
5. All the lecturers in the Faculty of Humanities, especially English
Department who had shared and given their knowledge, experience, and
dedications to me.
6. My dearly beloved mother and father (Mr. And Mrs. Kholil) for the
huge, endless love, trust, prayer, great support, patience, and for
vii
everything. I am proud to be your daughter and I feel truly fortunate to
have had your support.
7. My beloved older brothers and sisters (Mas zal, mas Dul, Mba Nung,
and Mba Kung). (I hope you all become the great people).
8. Eko Suwanto, S.Pd., as the head master of SMP N 27 Semarang who
has allowed me to find the data there.
9. Mr. Kun as the English teacher in SMP N 27 Semarang, my partner
“Eva”, and all respondents for help and cooperation in collecting the
data.
10. The nicest family in “Gayamsari 13 Girls”, (Citra, Opi, Nisa, Tari,
Nurul, and Diena) for sharing about everything together. Thanks for
coloring my life with laughter, tears, fun, advice, and every crazy time
we have shared together.
11. My new familes, in this great way, who always give me strength when
I am down (Mba Maya, Mba Astna, Mba Dwi, Mba Halimah, Mba
Mudah, Firas, Septi, Yulis, Puji, Gomeng, and Fera). Because of you, I
know what the true meaning of “Ukhuwah”. I love you guys.
12. My beloved best friends in English Department (Tika, Suci, Nia) who
shared our moments together, both in happiness and sadness. Thank you
so much for being such a great companion during our togetherness at
campus.
13. My first research partner (Bu Ti, and Bu Cha). Thanks you so much for
being my best partner to learn how to be scientist.
viii
14. The big family of Kharisma FIB and Insani Undip 2015 especially
Litbang, you are so amazing. I am really proud have you all as my
partner.
15. All 2011 English Department students (especially Sasing C, and
linguistic class). Nice to know you.
16. All of my best friends in Indonesian Department, faculty of Humanity,
(Sintya, Nesya, Izza, Sitta, Caca, and Septi) thank you so much you have
accompanied me in my hard time. Meet you in a campus library is a kind
of fortune.
17. Everyone who helped me to grow and always accompanied me in every
moment. Sorry, I cannot mention all of you one by one.
I realize that this final paper is still far from perfection. Therefore, I
will be glad to receive any constructive critics and recommendations to
make this final paper better.
Finally, I expects that this final paper will be useful to the readers
who want to learn the language use and language attitude phenomenon.
Semarang, 23 September 2015
Siti Nurdjanah
ix
TABLE OF CONTENTS
TITLE................................................................................................................ i
PRONOUNCEMENT........................................................................................ ii
MOTTO AND DEDICATION.......................................................................... iii
APPROVAL...................................................................................................... iv
VALIDATION................................................................................................... v
ACKNOWLEDGMENT................................................................................... vi
TABLE OF CONTENT..................................................................................... ix
LIST OF TABLES............................................................................................. xii
LIST OF FIGURES........................................................................................... xiii
APPENDIX LIST.............................................................................................. xiv
ABSTRACT...................................................................................................... xv
CHAPTER I INTRODUCTION................................................................. 1
1.1. Background of the Study................................................ 1
1.2. Research Problems.......................................................... 4
1.3. Purposes of the Study..................................................... 5
1.4. Previous Study................................................................ 5
1.5. Organization of the Writing............................................ 7
CHAPTER II REVIEW OF THE LITERATURE....................................... 9
2.1. Language Shift................................................................ 9
2.2. Description of Language Shift........................................ 10
x
2.3. The Factors Influencing Language Shift........................ 11
2.4. Language Attitude........................................................... 13
2.5. Sentimental and Instrumental Attachment on the
Language........................................................................
14
HAPTER III RESEARCH METHOD........................................................ 16
3.1. Type of Research............................................................ 16
3.2. Data, Population. Sample, and Technique
Sampling.......................................................................
17
3.3. Method of Collecting Data............................................. 17
3.4. Method of Analyzing Data............................................. 18
CHAPTER IV DATA ANALYSIS................................................................ 20
4.1. Background of the Respondents..................................... 20
4.2. The Language Used by the Respondents........................ 22
2.2.1. Language Used Based on The Parents’
Educational Background....................................
22
4.2.2. Language Used Based on Their Origin............... 26
4.2.3. Language Used Based on Their Parents’ Job...... 27
4.2.4. Language Used by the Respondents Based on
Their Gender.......................................................
31
4.2.5. The Language Used by the Respondents Based
on the Duration Their Stay in Semarang..............
34
4.2.6. Language Used by the Respondents Based on the
Context of Conversation and the Interlocutors.....
35
xi
4.3. Their Language Attitude toward Javanese...................... 41
4.3.1. Cognitive Aspect................................................. 45
4.3.2. Affective Aspect.................................................. 48
4.3.3. Conative Aspect.................................................. 49
4.4. The Relationship between Their Language Attitude
and Language Shift ….................................................
51
CHAPTER V CONCLUSION...................................................................... 53
REFERENCES..................................................................................................
APPENDIX........................................................................................................
56
60
xii
LIST OF TABLES
Table 1. Table of the distribution of language used in daily life by
teenagers in Semarang based on their parent’s education..............
23
Table 2. Table of the distribution of language used by Javanese teenagers
based on their origin (place they were born)..................................
26
Table 3. Table of the distribution of language used by Javanese teenagers
based on their father’s job..............................................................
28
Table 4. Table of the distribution of language used by the Javanese
teenagers based on their mother’s job............................................
29
Table 5. Table of the distribution of language used by the children by
their gender.....................................................................................
32
Table 6. Table of the distribution of language used by the children based
on the duration of their stay in Semarang........................................
34
Table 7. Table of the distribution of language used in daily life by
teenagers in Semarang based on the situation and the
interlocutors…................................................................................
36
Table 8. Table of response percentages: attitudes toward bahasa
Indonesia and Javanese language...................................................
42
xiii
LIST OF FIGURES
Figure.1. Chart of the cognitive aspect of teenager in Semarang................... 46
Figure.2. Chart of the affective aspect of teenager in Semarang................... 48
Figure.3. Chart of the conative aspect of teenager in Semarang.................... 50
xiv
APPENDIX LIST
1. Questionnaire
2. The result of Questionnaire Survey
3. Documentation
4. Permit
5. Identification paper
xv
ABSTRAK
Sebagai bahasa nasional Indonesia, bahasa Indonesia kini tidak hanya
digunakan dalam situasi formal bahkan dalam situasi non formal pun orang telah
menggunakannnya, terutama para remaja sebagai generasi muda. Bahasa Indonesia
mulai menggeser penggunaan bahasa daerah tak terkecuali penggunaan bahasa
Jawa. Oleh karena itu, penulis tertarik untuk menganalis fenomena pergeseran
penggunaan bahasa Jawa ke dalam bahasa Indonesia, terutama yang dilakukan oleh
para remaja sebagai generasi muda. Hal yang menjadi fokus dalam penelitian ini
adalah faktor apa saja yang mempengaruhi para remaja di daerah Jawa lebih
memilih menggunakan bahasa Indonesia dari pada bahasa Jawa dalam
berkomunikasi sehari-hari. Penulis juga melihat sikap berbahasa dari mereka untuk
melihat kaitannya dengan penggunaan bahasa mereka. Dalam hal ini, penulis
mengamati aspek kognitif, afektif, dan konatif pada sikap berbahasa mereka. Untuk
mengetahui hal ini penulis menggunakan teory language shift. Partisipan dalam
penelitian ini adalah murid SMP N 27 Semarang kelas 1A, 2A, dan 2E. Data yang
digunakan adalah jawaban dari close dan open kuesioner serta pengamatan
langsung. Metode yang digunakan dalam pengambilan sampel adalah purposive
sampling untuk menentukan responden. Sedangkan metode yang digunakan untuk
menganalisis data yang telah diperoleh adalah metode kuantitatif dan kualitatif.
Hasil penelitian menunjukan bahwa faktor yang paling memengaruhi remaja di
Semarang lebih memilih menggunakan bahasa Indonesia daripada bahasa Jawa
dalam komunikasi sehari-hari adalah latar belakang keluarga seperti pendidikan
orang tua dan pekerjaan orang tua, asal, jenis kelamin, sikap bahasa, dan lawan
bicara. Selain itu hasil analisis juga menunjukan sikap bahasa mereka terhadap
bahasa Jawa yang positif terhadap aspek kognitif dan afektif, namun dalam aspek
konatif bahasa mereka menunjukan sikap yang negatif.
Kata Kunci: Pergeseran bahasa, sikap bahasa, remaja, faktor
1
CHAPTER 1
INTRODUCTION
1.1 Background of The Study
Indonesia is a large nation in terms of geography, population, and great linguistic
diversity. It is the fourth most populous nation in the word after China, India, and
United States (United Nations, World Population Prospect, 2012). Based on the
Central Agency on Statistic of Indonesia or BPS, Indonesia is extending some 1.760
kilometers from North to South and more than 5.120 kilometers from East to West.
The country comprised 17.508 islands, and inhabited by 350 ethnic groups speaking
750 native languages and dialects that are commonly used at home and within the
local community (Muljana, 1959:11). The major of ethnic groups are Javanese
47.02%, Sundanese 14.53%, Madurese 7.5%, Coastal Malay 7.5%, and others are
26% (Muljana, 1959:12).
Bahasa Indonesia has 23 million native speakers and 140 million second
language speakers (Muljana, 1959:5). It is used extensively as the first language by
people who live in urban areas, and as the second language by those who live in
rural parts of Indoneisa. Muljana (1959:10) said that it is a standardized version or
dialect of Malay language to unite the Islands, which is called “bahasa Indonesia”.
Malay has been used as lingua franca in Indonesia and spoken widely by
most people in Indonesia in 7th century (Alek, 2011:10-12). It is marked by the use
of Malay language in Sriwijaya Empire. Old Malay language used in Nusantara
2
(Indonesian archipelago) to communicate in trades and business. According to
Indonesian law, bahasa Indonesia is proclaimed as the unifying language during
Sumpah Pemuda on 28 October 1928. Since then bahasa Indonesia become a
national language in Indonesia.
Since its conception in 1928 and official recognition in 1945, bahasa
Indonesia has been loaded with a nationalist political purpose to unify Indonesia
(Musgrave, 2007:4). This status made bahasa Indonesia relatively open to
accommodate influences from other Indonesian ethnic languages, such as Javanese
as the majority ethnic group in Indonesia, and Dutch as the previous colonizer.
Based on the census data from 1980 and 1990, Steinhauer (1994; 768)
indicates that the number of youth reporting “daily use of Javanese” dropped 16.3
% during the period, whereas the number reporting “daily use of bahasa Indonesia”
increased by 38.9 %.
At the beginning, not all of Indonesian people tend to use bahasa Indonesia.
Many people think that they do not really need that language. A long with the
development of the civilization or in the globalization era, and government’s policy
like migration or transmigration, Indonesian people try to use bahasa Indonesia in
their daily communication rather than to use their mother language.
Government also supported bahasa Indonesia as the national language in
Indonesia. All of government’s businesses like legislation, administration, justice,
defense, education, national development and so on are conducted wholly in bahasa
Indonesia. Moreover, bahasa Indonesia becomes a language that used in
3
educational setting. Government tries to introduce bahasa Indonesia to Indonesian
children in formal education. It is one of many Government’s ways to make children
as a young generation learn bahasa Indonesia as a national identity.
Using language as media of communication can happen in formal and
informal situation. In formal situation, such as in office, during study activities, in
meeting, or in seminar, people usually use bahasa Indonesia to communicate.
Bahasa Indonesia as an official language in Indonesia is also used in all public
areas, such as education, mass media (magazine, printed and broadcast mass
media), transaction and trade documentation, the development of national culture,
science, and technology.
Meanwhile, in informal situation, such as in daily activities, people usually
use mother language that will make the speakers closer to each other. When they
get communication with their neighbor or family they seldom use bahasa
Indonesia. This is quite interesting to see, because in 30 years earlier, it was mother
language or Javanese language which was used in both types of communication.
Javanese family, especialy in Semarang try to change their vernacular
language into bahasa Indoneisa. An interesting finding of the observation is that
the family appear to be changing language choices across generational lines. They
have to use that language because it is the only means of communications. Their
mother languages are not missing completely, they still use it in some
communications or sometimes they will mix their vernacular languages and bahasa
Indonesia. The shift is primarily triggered by parents, who prefer using bahasa
4
Indonesia to help their chidren educationally, since, as the official language in
Indonesia, bahasa Indonesia is also a school subject.
Language use patterns are important indicates of on going societal changes
and community attitudes. Consequently. A large number of studies have focused
on the issue of language choice and shift (Fishman, 1991:45).
Based on this condition, I decided to take language use as the topic of the
study. I will focus on the factors that influence teenagers in Semarang tend to use
bahasa Indonesia than Javanese language. The data were taken in one of Junior
High Schools in Semarang, namely SMP N 27 Semarang, Central Java. Thus, based
on the background above, the research is entitled “Factors That Influence Junior
High School Students in Semarang Tend to Use Bahasa Indonesia than Javanese
Language”.
1.2 Research Problems
In other to make easier analysis, I limit the discussion of this research that is only
on factors that influencing teenagers in Semarang tend to use bahasa Indonesia,
Central Java. Therefore, I focus only on the following problems related to the study,
namely:
1. Do the teenagers in Semarang tend to use bahasa Indonesia than Javanese
language?
5
2. What factors influence the use of bahasa Indonesia by Junior High School
Students in Semarang, Central Java?
1.3 Purposes of the Study
By answering the questions, there are some purposes related in this research,
namely:
1. To provide an overview of Junior High School students in Semarang,
Central Java in using bahasa Indonesia.
2. To describe the factors that influence Junior High School students in
Semarang to use bahasa Indonesia in their daily communication.
1.4 Previous Study
Language use and language shift is one of interesting topics in conversational
interaction by people. Many studies about this topic used teenager’s language. I
used three previous studies as references related to the topic of my research, namely
(1) “Peer-Oriented Intervention: A Social Factor of Language Shift in Elementary
School Students” by Ihda Rosdiana in 2014, (2) “Pergeseran Bahasa Jawa dalam
Ranah Keluarga Pada Masyarakat Multibahasa di Wilayah Kabupaten Brebes” by
Hari Bakti Mardikantoro in 2007, and (3) “Influenced factors Towards the
Language Shift Phenomenon of Wotunese” by Masrudin in 2014.
The first study was written by Rosdiana in 2014. She focused on the
language shift occurred in elementary school student in Tegal, Central Java. She
6
tried to find out the social factor causing the shifting of Bahasa Jawa Ngoko into
bahasa Indonesia. The data were collected through observation and interview. She
used the respondents’ utterances and the context of the conversation as her data.
She found that there is peer oriented intervention (Mug et al, 2001) functions as a
social factor of language shift. However, this Javanese shift did not occur in the
fifth grade students because they come from same speech community. To analyze
the data she just took data from two grades, namely third and five grade in one of
elementary schools in Tegal.
The second study was conducted by Mardikantoro in 2007 about the pattern
of Javanese shift in Brebes and the socio-cultural factor of language shift. He
conducted his research in Brebes, Central Java. He used theory of language shift by
Fishman and descriptive qualitative method to analyze his study. He found several
factors that influence Javanese people in Brebes shift their language into bahasa
Indonesia, there are; the speaking situation, the ethnic background, the ability of
family members language, the consanguinity relation, and the topic of discussion.
Nevertheless, the sample of total population did not represent the whole population
of Brebes society. Although Brebes has 17 sub-districts, he only focused on Losary
sub-district, the border between Brebes and Cirebon. Meanwhile, the differences
between this research and his research is in the method to find the data. He used
utterances as his main data and not found another data like questionnaire to support
his analysis.
The third study was conducted by Masrudin in 2014. The aim of his study
is to find out the factors that influence the language shift of Wotunese. His study
7
was carried out in two villages namely Lampenai Village and Bawalipu village,
Wotu District, east Lawu Regency. The method used was field survey by
distributing questionnaire, interviewing, and direct observation. He used theory of
language shift by Fishman. He used quantitative data and descriptive qualitative
method to conduct his research. The result of his study shows that the determinant
factors influence significantly on language shift of Wotunese are age, mobilization,
bilingualism, and language attitude.
1.5 Organization of the Writing
Research should be easy to be understood by the readers. Thus, it should be in a
good arrangement and also well organized. To make it easy to be understood, this
research is organized into five chapters as below:
CHAPTER I : INTRODUCTION
It consists of background of the study, research problem, purposes
of the study, previous study, and writing organization.
CHAPTER II : REVIEW OF LITERATURE
It contains the underlying theory.
CHAPTER III : METHODOLOGY
It discusses the type of research, the method of collecting data, the
samples and population, and also the technique for collecting and
analyzing the data.
8
CHAPTER IV : ANALYSIS
It comprises the analysis of the collected data. It describes the
background of the respondents, their language use to find out the
factors that influence them tend to use bahasa Indonesia than
Javanese language, their language attitude, and the relationship
between their language attitude and their language use.
CHAPTER V : CONCLUSION
It gives the conclusion of the research, and the suggestions.
9
CHAPTER II
REVIEW OF LITERATURE
In this chapter, I will present some theories which are used in this research. First, it
will cover about language use. I used it as the foundation of the study. Second it
will discuss the language shift. The third is the description of language shift, by
focusing on how the description of the language shift uttered by teenagers. The last
is sentimental and instrumental attachment on language, and language attitude, to
find the correlation between language use, and attitude toward language.
2.1 Language Use
The study of language use has been the focus of many language maintenance and
language shift. Fasold (1984:183) stated that domains are institutional context “in
which one language variety is more likely to be appropiate than another. Domains
are taken to be constellations of factors such as location, topic, and participants.
Domains analysis is related diglosia.” Example of different types of domains
include family, frienship, neighbourhood, market, school, work, government, and
religion.
A number of studies using the consept of domain in language choice have been
done on language in Asia. Gal (1979) did a study on language use pattern and
10
language choice. She concluded in her study that “widespread variation in language
use reflected a language shift in progress.
Fase, Jaspert, and Kroon (1992) state that shift in language use patterns occuring in
inter-ethnic communication, or out-group domains, does not lead to total language
shift.
As long as we are dealing with a group, there is also communication within
the group, and the norms that develop for interethnic communication do not
need to have any impact on intragroup communication. If only interethnic
shift occurs, thye language situation within the community will evolve
towards a form of stable bilingualism: in its most extreme form, it would
ceate a situation in which the minority group language is used for
communication within the group, and the dominant group’s language is used
in all other instances (1992:6).
2.2 Language Shift
Language shift is one of the subjects in sociolinguistic study. Weinrich (1953:68)
says that shift is the change of habitual use of one language to another language. It
means that the language users change their daily use of language to the new one.
However, their main language still exists.
Language shift has been studied in many parts of the world. There are many
communities that have different languages, so they must change their language to
make communication to each other. Sometimes language shift happens by small
weak languages, or the languages of marginalized group come into contact with
large powerful language. Language shift also happens toward language used by less
member of community. It also can happen toward language which is less respected
by its users.
11
Another definition is stated by Fasold (1990:213):
“Language shift simply means that a community gives up a language
completely in favor of another one. The members of the community have
collectively chosen a new language where an old one used to be used.”
Furthermore, language shift is found mostly in the young generations.
Junior high school students as the young generation have big role in using different
languages in their communication. They must face more challenges of language
shift as a consequence of globalization.
2.3 Description of Language Shift
Language shift is kind of sociolinguistic phenomena caused by language contact.
Sometimes language shift happens in a place that has better economic condition
(Chaer, 1995:190). In some bilingual communities we can find many people try to
change their languages. It is caused by many factors depending on the situations
they face like the topic changes in their communications.
Jendra (2012:141) stated that “Language shift is a form of full amount
language change. The concept refers to a situation where a speech
community begins to entirely use a new language, or in other words,
discontinues the use of their former language for their communication
needs.”
Thomson (1988) cited in Masruddin (2014) stated that language shift shows
a gradual and progressive transition from one language to another, and a shift may
occur over several generations. Language shift mostly happen in teenagers or
younger generations. In some areas especially in big cities there are many young
people who do not use their vernaculars. (Snedon:2003) stated that in south
Sumatra, the local language was very seldom used by children in 1970’s although
12
it was commonly used before that. Language shift phenomena also can be seen in
young generation in East Timor that has been probably shifting from bahasa
Indonesia to use Portuguese since its independence in 1999.
Language shift also mostly happens in immigrant groups. Jendra (2012:142)
stated that the shifting towards a new language in immigrant groups will follow
some stages. First, immigrants only use their native languages in a new place. Then,
when they get married and have a family they will start to borrow the local language
or may begin to be a bilingual. They will use the local language when speaking with
the local residents, but they will use their native language when speaking with their
families. It will continue for long times. By the growing of the second generation,
the immigrants become fully bilingual speakers. At this point, the next generation
may begin to consider it to let their children speak local language and do not teach
their native language. At this result, the third or fourth generation only has a
competence to speak the local language. This becomes the point how language shift
happens.
Fishman (1972:85-86) showed that there is a language shift in immigrant
community in USA. The third or fourth generation of the immigrants have not
spoken or known their mother languages. They begin to be a monolingual and speak
only in English Language. Chaer (2010: 144) gives a simple descript’ion show in
graphic below:
13
*ML: Mother Language
EL: English Language
From the description above we can conclude that language shift happens
when there is a full amount of language change in someone’s utterances. As we can
see in the graphic above, immigrants will speak with full English language at the
fifth step, thus language shift happens in that stage.
2.4 Language Attitude
Language atitude refers to people’s feelings and preferences towards their own
language abd other speech varieties around them., and what value they place on
those language. Attitude may be defined as the sum total of person’s psychological
construct towards certain objects, institution, person, ideas, etc. It play crucial role
in the social behavior of an individual as it defines and promotes certain behavior.
Then, language attitudes may be positive or negative, as well as neutral
feeling attached to a particular language situation (Lukman, 2000:1). In relation to
this phenomenon, Garvin and Mathiot (1972: 373) stated that there are three
characteristics of language, namely; (1) Cognitive aspect or language loyalty, which
Monolingual
(ML)
Bilingual Setara
(ML-EL)
Bilingual bawahan
(ML-EL)
Monolingual
(EL)
Bilingual bawahan
(EL-ML)
14
motivate a society of language speakers maintain their language, and if it is needed,
they will protect their language from other languages’ influences. In short attitude
cognitive tend to have a cognitive component. This could involve beliefs or
perceptions about the objects or situations related to the attitude, (2) Affective
aspect or Language pride, which motivate someone to develop their language to be
identity symbol and unity of society. Affective aspect has evaluative components.
This means that the objects or situations related to the attitude may generate like or
dislike and (3) conative aspect or awareness of the norm, which motives the speaker
to use the language carefully and politely and this is the biggest factor which
contribute to the activity of using the language. Conative aspect has a behavioral
component, i.e. certain attitudes tend to prompt learners to adopt particular learning
behaviors. In addition, Crystal (1992) defines language attitudes as the feelings
people have their own language or the languages of others.
2.5 Sentimental and Instrumental Attachment on the Language
The idea of attachment in general is an important one in the study of the formation
of both ethnic groups and nations.
The primordialist argues that every person carries with him through life
“attachment” derived from place to birth, kinship relationship, religion,
language, and social practices that are “natural” for him “spiritual” in
character, and that provide a basis for an easy “affinity” with other people
from same background. (Bass 1997 in Eastman, 1941: 34).
Primordial attachment is a strong form of sentimental attachment, because
they will represent more than themselves (Eastman, 1941: 34). So that, Eastman
also says that in sentimental attachment on state, national language would act as a
15
major symbolic means of forming such an attachment by bridging immediate
loyalties (the need to be one nation or state) with transcendent ones (the need for
unique linguistic and cultural heritage). One group with a sentimental attachment
to a language will lack access to a dominant other languages and will experience
discrimination at the instrumental level “because its language is not given due
recognition” (Kelman, 1971 in Eastman, 1941: 35).
Thus, in instrumental attachment people become upset when they cannot get
what everyone else can because the lack ability to use the language that is the key
to get good life (Eastman, 1941: 34). So, at the instrumental level, where it is useful
for specific ends, a national language allows political, economic, and social
institutions to be developed that serve the entire population.
16
CHAPTER III
RESEARCH METHOD
A research method is designed as steps taken by researcher to solve the research
problem. In this chapter I will describe the type of research, the source of the data,
population and sampling technique, method of collecting data, and method to
analyze the data of the study.
3.1 Type of Research
According to the purposes of the research, which are to provide an overview of
Junior High School students in Semarang in using bahasa Indonesia and to describe
the factors that influence them to use that language, this research is categorized into
descriptive with qualitative and quantitative analysis. Descriptive research aims at
describing the object of the research. In this case, it is quantitative because the main
source of data were gathered by using questionnaire through a survey which was
compiled in a table numerically. From the data taken, I analyzed them by using
qualitative and quantitative methods, so that I got the description of the factors that
influence them tend to use bahasa Indonesia than Javanese language.
17
3.2 Data, Population, Sample and Technique Sampling
The data used in this research were taken from questionnaire and direct observation
of teenagers in Semarang. It was obtained from first and second grade students of
Junior High Schools in Tembalang, namely SMP N 27 Semarang during three
months observation. I took 3 classes that consist of first and second grades as the
respondents. In every class, there are 31-32 students, so the total of the respondents
are 95 students.
Sampling technique used in this study is purposive sampling. I used it to
choose the students. I choosed the students of SMP N 27 Semarang as the object of
my study because it has a rule for students to speak Javanese in certain day in a
week. Furthermore, I choose class 1 A, 2 A, and 2 E as the sample of the study
because in that class there are more students disobeying the rule to use Javanese
language.
3.3 Method of Collecting Data
In conducting the research, I used two instruments of collecting data, namely,
questionnaire and direct observation. The first instrument is questionnaire methods.
I used close and open questionnaire to find the background of the respondents and
the reasons why they prefer to use bahasa Indonesia or Javanese language in their
communication. The questionnaire was composed of three parts. The first part
contained questions about personal data of the respondents including their family
18
background. The second part of the questionnaire consists of questions related to
the language used by teenagers in Semarang including the language that they use in
their daily life in various settings and with some different interlocutors. The third
part of the questionnaire consists of questions about their attitude toward Javanese
and bahasa Indonesia. It includes language loyalty, belief about language, etc. The
questionnaires are distributed in three classes, namely 1 A, 2 A, and 2 E.
The second instrument is observation. Observation was also conducted to
validate the survey result and to deepen the understanding of respondents’ language
shift and attitude. The observation is conducted in the class that I used as the sample,
I focused on the using of bahasa Indonesia by the respondents both in class and
outside the class to find the supporting data. The using of bahasa Indonesia and
Javanese language will be seen in the various situations and contexts of the
conversations. Observation was done for three months at school. The process of
observation is done together with the process of Simak Libat Cakap and Simak
Bebas Libat Cakap technique.
3.4 Method of Analyzing Data
The data that I got are from questionnaire, and direct observation. To answer the
question of the research, the data of the research were analyzed quantitatively and
qualitatively.
The data that I got from close questions will be analyzed using quantitative
method by looking at the percentages of their answer. I use three steps to process
questionnaire data; the first step is editing. In this step I will check the validity of
19
the data. The second step is coding. In this step I will classify the answer of
respondents by giving symbols in every question. The third step is tabulation. In
this step I will input the data into standard table and start to count the percentage of
every question. I use tables to make it easier to understand. So, it will be easy to
conclude what is the most influencing factor of language used by teenagers in
Semarang. Furthermore, to analyze the answer of open questions and direct
observation, I use qualitative method. I use the analysis to find their language
attitude and the factors that influence them tend to use bahasa Indonesia than
Javanese language.
20
CHAPTER IV
DATA ANALYSIS
In this chapter, I analyze the data in order to find the result of the study. I analyzed
the questionnaire to find respondents’ background, the language used by them, their
language attitude toward Javanese, and the relationship between their language
attitude and language used by them.
4.1 Background of the Respondents
In this research I took the respondents from SMP N 27 Semarang, because in that
school there is a day in a week that has a rule for the students to use Javanese
language to communicate to each other, but most of them disobey the rule. When
they get communication at school, in class or outside the class, most of them tend
to use bahasa Indonesia even at that day they must use Javanese language.
Based on my observation and the data I got, their parents prefer to use
bahasa Indonesia to communicate with their children since the children were born,
so most of them feel more comfortable to speak in bahasa Indonesia or mix
language between bahasa Indonesia and Javanese language.
In this research, there are 95 respondents, consisting of 36 males and 59
females. Most of them come from Java area (East, and Central Java). About 97 %
21
of the respondents come from Java area or the cities that use Javanese language for
daily conversation like Semarang, Pati, Wonosobo, Solo, etc. Only 3 % of the
respondents come from some areas which do not use Javanese language for
communication like Jakarta, Bandung, Cirebon, and Tasik. Most of the
respondent’s parents were also born in Java area, 88 fathers and 89 mothers are
native Javanese language.
From this fact, the respondents are assumed to know Javanese language
clearly, because they were born and raised in Java area in which most of the people
use Javanese language. Moreover, based on the data, most of the respondents live
in Java area for more than 10 years (81 respondents). There are only 9 respondents
who live in Semarang for about 1-5 years, and only 5 respondents who live in
Semarang for about 6-10 years (see appendix page 8). Based on the age of the
respondents who are approximately between 13-15 years old, we can assume that
the respondents who life in Semarang more than 10 years means they have lived in
Semarang throughout their life or since they were born.
From the data, I found that most of the students come from family which
has good or higher educational background, about 8.4 % of parents were graduated
from elementary school, 6.3 % from Junior High School, 31.5 % from Senior High
School, 2 % from Academy and 36.6 % graduated from University (See appendix;
page 10). Most of their parents also have a good job like civil servant, entrepreneur
or business, and employee. So, we can conclude that most of the respondents come
from high level of family background or having good economy background. As we
know, family background will somehow give influence in children language use.
22
Fishman (1991: 67) said that family background has a big role as the central driving
force in children language socialization within the context of both minority and
majority languages. Nowadays, many Javanese teenagers especially in Semarang
ignore standard Javanese language.
4.2 The Language Used by the Respondents
In this research, language used will be seen based on their family backgrounds,
gender, origin, the duration of their stay in Semarang, and the context of the
conversation.
4.2.1 Language Used Based on the Parents’ Educational Background
Education is one of the indicators of social class that can cause language used by
the children. Daucet (1991) and Harres (1989) cited in Schwartz (2008) found that
the higher education levels of the parents are, the greater their shift from one
language into another language are. In this case, I find that education level of the
parents will influence the language use of children.
In Semarang, many teenagers who come from family which has good
educational background tend to use bahasa Indonesia to communicate. It is proven
by the finding listed in table 1. It shows the description of language used by
Javanese teenagers in Semarang in which bahasa Indonesia is the dominant
23
language used by teenagers whose parents graduated from Senior High School or
University.
Table 1. The distribution of language used in daily life by teenagers in Semarang
based on their parent’s education
Parent’s education Language use Total
Javanese bahasa
Indonesia
Mix
language
Elementary
school
Count 8 - - 8
% of total 8.4 % - - 8.4 %
Junior High
School
Count 5 1 - 6
% of total 5.3 % 1 % - 6.3 %
Senior High
School
Count 10 16 4 30
% of total 10.5 % 16.8 % 4.2 % 31.5 %
Academy Count - 1 1 2
% of total - 1 % 1 % 2 %
University Count 5 38 6 49
% of total 5.3 % 40 % 6.4 % 51.7 %
Total Count 28 56 11 95
% of total 29.5 % 58.8 % 11.5 % 100 %
From table 1, we can see that there is a tendency of the teenagers in
Semarang who are growing up in family which has better educational background
to use bahasa Indonesia. To analyze the data, I took the higher educational level
from their mother or father to see how big influence given by better educational
family background to the children language use.
Table 1 above shows that there are differences of language use. From this
table, it shows that the number of children whose parents graduated from
Elementary School are 8. All of them do not use bahasa Indonesia. It means 100 %
of children whose father graduated from elementary school tend to use Javanese
language and have no desire to shift their language into bahasa Indonesia.
24
Furthermore, almost all of the children whose parents graduated from Junior High
School also prefer to use Javanese language to communicate. About 5 from 6
children use Javanese language, and only 1 person use bahasa Indonesia.
However, about 38 from 49 respondents whose parents graduated from
university tend to use bahasa Indonesia in their daily communication. Based on this
finding we can see that family educational background will influence children tend
to use bahasa Indonesia than Javanese language.
Meanwhile, children whose parents graduated from Senior High School
show the similarities to use both Javanese language and bahasa Indonesia. There is
no significant change from it. About 50 % of them use bahasa Indonesia and almost
50 % of them use Javanese language.
In some cases, some of the children who come from parents’ higher
educational background and still use Javanese language stated that they use high
level of Javanese language namely bahasa krama. Whereas children who come
from lower parents’ educational background who use Javanese language stated that
they use low level of Javanese language namely bahasa ngoko. It is showed from
the questionnaire (open question) that some of the respondents who grow up in good
family educational background and use Javanese language as their daily language
stated that they use bahasa krama to communicate with their family at home. So,
from this finding, we can see that family who uses Javanese language even they
have good educational background prefer to use high level of Javanese language. It
25
happens because bahasa krama has higher prestige and more polite than bahasa
ngoko.
In the perspective of parental educational background, we can state that the
children who come from family which has better educational background use
bahasa Indonesia dominantly. Relied on these data the educational background of
the parents can be assumed as the one of the determinant factors of language used.
These finding is also strengthened by the respondents’ answer about their
first language taught. Most of the children stated that their parents prefer to use
bahasa Indonesia than Javanese language in the way they speak with them, so the
respondents sometimes mix their languages between bahasa Indonesia and
Javanese language when they communicate with their friends and neighbors. (See
appendix; page 16).
Family educational background, especially parental education level also
leads the children become a bilingual, so it makes them easy to use another
language. This study also supports the previous study by King and Fogle (2006)
about the language used by the family member, they found that a high level of
education relative to the total population among American families will support the
family to become bilingual speakers.
26
4.2.2 Language used based on their Origin
Table 2. The distribution of language used by Javanese teenagers based on their
origin (place they were born)
Place they were born The language use Total
Javanese bahasa
Indonesia
Mix
language
Java Count 28 53 11 92
% of total 29.5 % 55.8 % 11.5 % 96.8 %
Non Java Count - 3 - 3
% of total - 3.2 % - 3.2 %
Total Count 28 56 11 95
% of total 29.5 % 58.9 % 11.5 % 100 %
From table 2 above, it can be seen that 92 respondents or 96.8% of them
were born in Java area (East and Central Java), area whose inhabitants still use
Javanese language. From all of the students who were born in Java area, there are
53 students or 55.8 % use bahasa Indonesia as their native language. If we see from
the data, the children actually have to use Javanese language to communicate with
others because they come from Java area, but in the reality, most of them prefer to
use bahasa Indonesia. As we know that Javanese children whose mother tongue is
Javanese will normally acquire low Javanese first (Geert, 1960; Keeler, 1984;
Siegel, 1986) cited in Kurniasih (2006: 5). By the time they start school, they start
to acquire bahasa Indonesia for educational purposes. Parents, grandparents, and
other adult members of family are the children’s main sources for learning and
acquiring Javanese, while they learn bahasa Indonesia at school, but in this case,
most of the parents does not play the role again. So, I think this phenomenon is
really interesting to study.
27
This finding is also supported by the data of where the parents were born.
Most of the parents were born in Java area, it is for about 88 fathers and 89 mothers
from 95 respondents. So, from this finding, we can conclude that their origin or
from where they come from is not really influence the teenagers to use Javanese
language. Even they were born in Java area, it is not become a must for them to use
Javanese language as their first language. So, we can state that language shift start
to happen in Java area, especially by younger generations. This study also supports
the previous study by Masruddin (2014), he found that in Wotu area, even the
people live in Lampenai where it is the center of Wotunese, most of them still tend
to use bahasa Indonesia. He stated that their origin or their area to stay is not really
influence their language use. As same as people in Semarang, most of Wotunese
also think that bahasa Indonesia is considered as prestigious language and they can
get many benefits include economic benefit when they interact with the other
people using bahasa Indonesia.
4.2.3 Language Used Based on Their Parents’ Job
Job of the parents or we can say economical background of the family will influence
language used of the children. Based on the study by Nadratunnaim (2005) cited in
Masruddin (2014) found that language shift from Banjari is taking place in the
Malaysian Banjarese community was influence by the gender, level of profession,
and housing area.
28
Based on the direct observation and the data from questionnaire, in Java
area, especially Semarang as the central city of Central Java, there are differences
among the kind of jobs of Javanese in using bahasa Indonesia. From questionnaire
we can see that language which used by the parents who have good work will prefer
to use bahasa Indonesia to communicate with their children, so it will influence
language used by their children as the younger generations.
Table 3. The distribution of language used by Javanese teenagers based on their
father’s job
Father’s job The Language use Total
Javanese bahasa
Indonesia
Mix
Civil servant Count 3 16 1 20
% of total 2.9 % 16.8 % 1 % 19 %
Teacher Count 1 4 - 5
% of total 1 % 3.8 % - 4.8 %
Entrepreneur Count 5 6 4 15
% of total 4.8 % 5.7 % 3.8 % 14.25 %
Doctor Count - 1 - 1
% of total - 1 % - 1 %
Farmer Count 1 - - 1
% of total 1 % - - 1 %
Employee Count 7 21 3 31
% of total 6.65 % 19.95% 2.9 % 29.45 %
Laborer Count 5 1 - 6
% of total 4.8 % 1 % - 5.7 %
Driver Count 1 1 - 2
% of total 1 % 1 % - 1.9 %
Security Count 2 - 1 3
% of total 1.9 % - 1 % 2.9 %
Others Count 3 5 2 10
% of total 2.9 % 4.8 % 1.9 % 9.5 %
No job Count - 1 - 1
% of total - 1 % - 1 %
Total Count 28 56 11 95
% of total 29.5 % 58.9 % 11.5 % 100 %
29
Based on table 3 above, we can see that 56 respondents use bahasa
Indonesia. 16 from 20 respondents whose fathers work as a civil servant, 4 from 5
whose father work as teacher and 21 from 31 whose father work as employee prefer
to use bahasa Indonesia. Whereas almost all of the teenagers whose father work as
a farmer, laborer, driver, and security tend to use Javanese language. In other cases,
teenagers whose parents work as entrepreneur have no any significant change of
language use. From this finding we can see that father’s job give influence to their
children’s language use, but it will different when we see from the language used
by the children based on their mother’s job below.
Table 4. The distribution of language used by Javanese teenagers based on their
mother’s job
Mother’s Job The language use Total
Javanese bahasa
Indonesia
Mix
language
Civil servant Count 1 5 - 6
% of total 1 % 4.8 % - 5.7 %
Teacher Count 2 - - 2
% of total 1.9 % - - 1.9 %
Housewife Count 16 33 6 55
% of total 15.2 % 31.35 % 5.7 % 52.25 %
Entrepreneur Count 1 5 1 7
% of total 1 % 4.8 % 1 % 6.65 %
Doctor Count - 1 - 1
% of total - 1 % - 1 %
Laborer Count - - 1 1
% of total - - 1 % 1 %
Employee Count 5 7 1 13
% of total 4.8 % 6.65 % 1 % 12.35 %
Others Count 3 5 2 10
% of total 2.9 % 4.8 % 1.9 % 9.5 %
Total Count 28 56 11 95
% of total 29.5 % 58.9 % 11.5 % 100 %
30
Based on table 4 above, it can be seen that most of the respondents’ mothers
stay at home as a housewife. There are 55 mothers who stay at home and 33 of their
children speak in bahasa Indonesia. It shows different language use when we
compared with father’s job. Most of the children who speak in bahasa Indonesia
have father who work as civil servants, employee, and teacher, but most of children
whose mothers are unemployed or stay at home as a housewife have tendency to
use bahasa Indonesia. While, The respondents whose mother’s job as employee
prefer to use Javanese language. So, mother who has much time to stay at home
will lead the children to shift their mother language into bahasa Indonesia. They
who stay at home all day will have more opportunity to teach their children’s
language. In this case bahasa Indonesia. This situation is not in line with
sociolinguistics theory that home domain is a place to heritage the local language.
Parents, especially mother actually have a big role to teach their local language to
their children.
Furthermore, we also can see that the pattern of language used by children
more influenced by father’s job (see appendix page 12). As we know, in Java area,
father has bigger role in the family than mother. When we see from the data also
there are no significant differences of job between mother and father. Both of
parents have similarities of job, whether it is white-collar worker (person who
performs professional, managerial, or administrative work) or blue-collar worker
(person who performs manual labor).
This finding is different with the study by Masruddin (2014) found that there
are no differences of language use based on job. Based on his observation, most of
31
groups of worker, such as civil servant and fisherman, both of these group of job
tend to have the same characteristics to change Wotu language into bahasa
Indonesia.
Parents who have good work also will concern with preparing their
children’s future life. They encourage children to learn some languages and it will
be influenced by their perceptions of what language skills are required to face the
globalization era. Their parents feel afraid if their children have accent too Javanese,
it make them difficult to speak in bahasa Indonesia or other languages properly, so
it will make their children difficult to find better job in the future.
Meanwhile, the indigenous language has often been esteemed as the
language of heritage, even while being replaced by the national language, in this
case Javanese language and bahasa Indonesia. Bahasa Indonesia as the language
that used in all of parts in Indonesia, may be used simply because it is needed for
functioning in the workplace to earn living. Even they prefer to use bahasa
Indonesia in their daily communication, it does not mean that they are really forget
about the language. They still have a hope that Javanese language will still exist as
an inheritance of their culture.
4.2.4 Language Used by the Respondents Based on Their Gender
Gender of the respondents also will support teenagers in Semarang tend to use
bahasa Indonesia than Javanese language. The American high school in sub urban
Midwest, for example, the American sociolinguist and anthropologist, Eckert
32
(1998) cited in Smith-Hefner (2009) found young working class woman to be the
innovators in regional (nonstandard) vowel shift.
Table 5. The distribution of language used by children based on their gender.
The duration of their
stay in Semarang
The language use
Javanese bahasa
Indonesia
Mix language
M F M F M F
1-5
years
Count 1 - 2 6 - -
% of total 2.7 % - 5.5 % 10.2% - -
6-10
years
Count - - 1 4 - -
% of total - - 2.7 % 6.8 % - -
>10
years
Count 19 8 9 34 4 7
% of total 52.7 % 10.6% 25 % 57.6% 11.1% 11.8%
Total Count 20 8 12 44 4 7
% of total 55.5% 10.6% 33.3 % 74.6% 11.1% 11.8%
M = Male; F= Female
Based on the data above we can see that more than half of the respondents
speak in bahasa Indonesia. The percentage shows that gender have correlation or
influence on language use, even the influence is not significance.
As can be seen in table 5 above, there are differences of language use based
on gender. From the percentages, it shows that the number of male Javanese who
use Javanese language are 20 from 36 or 55. 5 % of the total male respondents.
Only 33 % of the respondents use bahasa Indonesia, and about 11 % use mix
language between bahasa Indonesia and Javanese language. In contrast, there are
44 or 76.6 % of the total female respondents use bahasa Indonesia, and only 10.6
% use Javanese language.
Based on this quantitative data, it shows that there are differences of
language use based on gender. We can see that women have more role in the use of
33
bahasa Indonesia rather than men. This study is in the line with the previous study
conducted by Milroy in Belfast (1990) cited in Errington (1998) she stated that
women are the catalysts in linguistic change. In other hands, this study is not in line
with the study by Masruddin (2014), he stated that there are no differences of
language use based on gender group in Wotu. It happens because based on his
observation, he found that in Wotu area, in the Wotunese family, when they have
decided something, both of the parents, mother and father have the same right to
give opinions related to the problem. Then, both of woman and man have to decide
together all the problems in the family. This condition seems really different with
the condition in Java area. In java area, especially Central Java, we can see that man
and woman have different position in family life. Man has bigger power and higher
position in the family, so man has more right to give opinions and to choose
something.
Relied with the quantitative data above, based on my direct observation also
shows that most of the male respondents who gather in a class or outside the class
prefer to use Javanese language or mix language between Javanese language and
bahasa Indonesia. They also use Javanese language to curse their friends and to
make a joke. This phenomenon is really different in female groups who prefer to
use bahasa Indonesia when they gather inside or outside the class.
34
4.2.5 The Language Used by the Respondents Based on the Duration Their Stay in
Semarang
Language used by the people is also influenced by the duration their stay in one
place whose majority groups speak their own languages. Semarang, as the central
city of Central Java has many residents who come from other places. Jendra
(2012:145) stated that when people’s lives are surrounded by speakers of different
languages can influence a speech community to change their languages. Because of
many differences of language use, so it will make people in that place to use national
language to communicate. In this case of study, based on my direct observation,
many people in Semarang who come from many places have tendency to use
bahasa Indonesia when they speak with others. This finding is also supported by
the questionnaire data below.
Table 6. The distribution of language used by the children based on the duration of
their stay in Semarang.
The duration of
their stay in
Semarang
The language use
Total Javanese bahasa
Indonesia
Mix
language
1-5
years
Count 1 8 - 9
% of total 1 % 8.4 % - 9.5 %
6-10
years
Count - 5 - 5
% of total - 5.3 % - 5.3 %
>10
years
Count 27 43 11 81
% of total 28.4 % 45.3 % 11.5 % 85.3 %
Total Count 28 56 11 95
% of total 29.5 % 58.9 % 11.5 % 100 %
From table 6 above, it can be seen that there are 81 respondents who live in
Semarang for more than 10 years. Only 27 or 28.4 % of the respondents who speak
Javanese language. About 43 or 45.3 % of the respondents speak in bahasa
35
Indonesia. Whereas, almost all of the respondents who live in Semarang less than
5 years tend to use bahasa Indonesia. 8 from 9 respondents who live in Semarang
for about 1-5 years use bahasa Indonesia. Based on these finding, it can be said that
teenagers in Semarang tend to use bahasa Indonesia to get communication even
most of them live in Semarang since they were born.
Based on this finding, we can conclude that how long people live in
Semarang give effect of them to use bahasa Indonesia to communicate with others.
The longer they stay in Semarang, the bigger probability of them to use Javanese
language.
4.2.6 Language Used by the Respondents Based on the Context of Conversation
and the Interlocutors
Context and the interlocutor will influence people’s language use. People will tend
to use bahasa Indonesia if they communicate in a formal or in a new place with
new people, but based on my observation, nowadays people use bahasa Indonesia
not only in formal situation, but also in informal situation. This finding is supported
by the questionnaires data below.
36
Table 7. The distribution of language used in daily life by teenagers in Semarang
based on the situation and the interlocutors.
No
Questions
The language use
Total
Alw
ays
BI
BI
> B
J
Bi
= B
J
Alw
ays
BJ
BJ
> B
I
1. Language that I use to
communicate with parents,
brothers and sisters.
% of Total
24
25.2 %
24
25.2 %
30
31.6 %
10
10.5 %
9
9.5 %
95
100 %
2. Language that I use to
communicate with my
cousin or other family
members.
% of Total
30
31.6 %
18
18.9 %
23
24.2 %
15
15.8 %
9
9.5 %
95
100 %
3. Language that I use to
communicate with teacher
or school staff in formal
situation.
% of Total
60
63.2 %
28
29.5 %
6
6.3 %
1
1 %
-
95
100 %
4. Language that I use to
communicate with teacher
or school staff in informal
situation.
% of Total
56
59 %
27
28.4 %
9
9.5 %
2
2.1 %
1
1 %
95
100 %
5. Language that I use to
communicate with my
friends at school (in class)
% of Total
24
25.2 %
18
19 %
34
35.8 %
9
9.5 %
10
10.5 %
95
100 %
6. Language that I use to
communicate with my
friends at school (outside of
class)
% of Total
14
14.7 %
43
45.3 %
28
29.5 %
6
6.3 %
4
4.2 %
95
100 %
7. Language that I use to
communicate with my
friends at home.
% of Total
16
16.8 %
22
23.2 %
28
29.5 %
14
14.7 %
15
15.8 %
95
100 %
37
Table 7 above shows that the majority of the respondents tend to use
bahasa Indonesia in all contexts of the conversation. Questions number 1 and 2
shows that there is a general trend of teenagers to communicate with family
members in bahasa Indonesia. We can see that about 24-30 respondents tend to use
No
Questions
The language use
Total
Alw
ays
BI
BI
> B
J
Bi
= B
J
Alw
ays
BJ
BJ
> B
I
8. Language that I use to
communicate with my
neighbors in informal
situation
% of Total
29
30.5 %
30
31.6 %
19
20 %
7
7.4 %
10
10.5 %
95
100 %
9. Language that I use to
communicate with stranger.
% of Total
75
79 %
17
18 %
1
1 %
1
1 %
1
1 %
95
100 %
10. Language that I use to send
message, BBM, WA, line,
etc.
% of Total
26
27.4 %
20
21 %
32
33.7 %
11
11.6 %
6
6.3 %
95
100 %
11. Language that I use when I
get interaction in Social
media. (Twitter, Facebook,
etc.)
% of Total
41
43.2 %
29
30.5 %
21
22.1 %
3
3.2 %
1
1 %
95
100 %
12. Language that I use to
communicate by phone
% of Total
36
37.9 %
22
23.2 %
31
32.6 %
4
4.2 %
2
2.1 %
95
100 %
13. Language that I use to pray.
% of Total
73
76.9 %
13
13.7 %
8
8.4 %
1
1 %
-
95
100 %
14. Language that I use to
communicate with my
servant.
% of Total
19
38.8 %
11
22.4 %
15
30.6 %
2
4.1 %
2
4.1 %
49
100 %
38
only bahasa Indonesia when they speak with their family members like parents,
brothers and sisters, or other family members. Whereas only 9 respondents or 9.5
% of them tend to use only Javanese language. Respondents stated that they use
bahasa Indonesia when they speak with family members at home because their
parents tend to use bahasa Indonesia and seldom use Javanese language when they
speak with them. It seems that parents or family members do not have any desire or
willingness to teach Javanese language to their children at home. So, we can predict
that Javanese language fades away with the next generation. Fisman (1991: 5) stated
that family at home has a basic role to maintain or shift an ethnic language. If
parents do not use Javanese language at home, it really influences the children to
lose their ability to speak their vernacular language, in this case Javanese language.
With the regard to their teacher, and as shows in questions 3 and 4, most of
the respondents tend to use bahasa Indonesia to communicate with their teacher
whether in formal or informal situations. From table 6 above, it can be seen that
there are 60 or 63 % of the respondents who use bahasa Indonesia when they
communicate with their teacher in formal situation, whereas none of them use
Javanese language. Moreover there are 56 or 59 % of them tend to use bahasa
Indonesia when they communicate with their teacher in informal situation, and
almost none of them (1%) tend to use only Javanese language. If we can argue that
the use of bahasa Indonesia in question number 3 and 4 is due to the fact that they
must honor their teacher, so they tend to use bahasa Indonesia to make a polite
interaction. They are afraid to use Javanese language because most of them only
39
know low level of Javanese style which should not be used when they communicate
with older people in Java.
The question number 5, 6 and 7 shows the language use of the respondents
to communicate with their friends whether at school (outside or in class) and at
home. From the table above we can see that 24 or 25.2 % of the respondents tend
to use only bahasa Indonesia when they communicate with their friends at school
in class. Whereas, for about 14 of the respondents use bahasa Indonesia to
communicate outside the class. Most of the respondents prefer to use mix language
between Javanese language and bahasa Indonesia when they communicate with
their friends whether in class or outside the class. Based on my observation the
respondents use bahasa Indonesia when they communicate with their friends in
serious conversation like discussion, but they will use Javanese language when they
want to make a joke or when they are in daily conversations.
Neighbors at home also have a role in language use of the children. Based
on the finding above, from the question number 8, it can be seen that 29 of the
respondents tend to use only bahasa Indonesia when they communicate with their
neighbors. From this finding, we can state that most of the people who live in
Semarang start to use bahasa Indonesia that will make the children also use bahasa
Indonesia when they communicate with them.
With the regards to the community or someone stranger, the respondents
tend to use bahasa Indonesia to get communication. As indicated in question
number 9, 10, and 11 it clearly shows that 79 % of the respondents use only bahasa
40
Indonesia when they communicate with previously un known people, 26 % of the
respondents use bahasa Indonesia when they send message using BBM, Line or
WhatsApp, and 43.2 % when they get interaction in social media like twitter or
Facebook. From this finding, we can argue that the use of bahasa Indonesia in
question 9, 10, and 11 is to fulfill social needs that are to communicate effectively
and be better understood by other people. Moreover, bahasa Indonesia is a
prestigious language, so children will prefer to use it to get interaction in social
media. As Mugaddam (2006:129) cited in Tawalbeh, Dagamseh, and Al-Matrafi
(2013: 193) people who have their vernacular language tend to not use their own
languages publicly in the host environment, in order to avoid the stigma associated
with these languages.
The result also indicates in question number 12, about 37.9 % of the
respondents use bahasa Indonesia to communicate with people by phone. Only 2.1
% of the respondents use only Javanese language. The respondents tend to use
bahasa Indonesia to communicate by phone because sometimes they do not know
who’s speaking there, so they prefer to use bahasa Indonesia.
Finally, as seen in question number 13 and 14, the respondents also tend to
use bahasa Indonesia to pray and communicate with their servant. There are 73 or
76.9 % of the respondents who tend to use bahasa Indonesia when praying, and no
one of them use Javanese. It is really interesting that they are as Javanese teenagers
tend to use bahasa Indonesia to communicate even if it is just in their heart like
praying or worship. So, we can conclude that all of the respondents somehow have
loss of their willingness to use Javanese language. Moreover, they also use bahasa
41
Indonesia when they communicate with their servant at home. It shows that there
are for about 38.8 % of the respondents use only bahasa Indonesia and 2.1 % use
only Javanese language. As we know, servant have lower status, they sometimes
come from lower educational and family background. Usually servants use
Javanese language to communicate with their community, but in this case, teenagers
prefer to use bahasa Indonesia with them. It may be due to the fact that the
teenagers want to show their prestige and their status at home.
4.3 Language Used by the Teenagers Basen on Their Language Attitude toward
Javanese
Language attitude is one of the important aspects in language used. This aspect has
been proven in many studies to have big contribution towards the language change
phenomenon in societies to societies. Baker (1992: 12) stated that language attitude
has been defined as a feeling, reaction or emotion disposition towards an idea,
concept or phenomenon. So, language shift and death are very linked to language
attitude.
The finding from the students’ language use survey were supported by the
result of their answer in the questionnaires. Some important points that can be made
are the use of bahasa Indonesia was reinforced by the parents who have good
education and economical background, they also appear to have less favorable
42
attitudes toward Javanese language. Their language attitude toward Javanese
language and bahasa Indonesia will show in table 8 below.
Table 8. Response percentages: attitudes toward bahasa Indonesia and Javanese
language
No Questions S SS TS STS Total
1. Mastering bahasa Indonesia
will make us easy to find better
job in the future.
% of total
60
63.2%
16
16.8%
19
20 %
- 95
100 %
2. You must fluent speak in
bahasa Indonesia if you want
to continue your study in a
good school.
% of total
62
65.3%
23
24.2%
10
10.5%
- 95
100 %
3. Bahasa Indonesia have bigger
role to face globalization era
than Javanese language.
% of total
62
65.3%
9
9.5%
24
25.2%
- 95
100 %
4. I feel more comfortable speak
in bahasa Indonesia to
communicate with people than
in Javanese language.
% of total
56
58.9%
14
14.7%
25
26.3%
- 95
100 %
5. Speak in Javanese language
will look like an ancient
person.
% of total
7
7.4%
1
1 %
61
65.3%
26
27.4%
95
100 %
6. Javanese language must be
saved as an inheritance of
ancestors.
% of total
29
30.5%
64
67.3%
1
1 %
1
1 %
95
100 %
7. Javanese language has higher
aesthetics value and more
polite than bahasa Indonesia.
% of total
47
49.5%
38
40 %
9
9.5 %
1
1 %
95
100 %
43
No Questions S SS TS STS Total
8. I proud if I can speak Javanese
fluently
% of total
57
60 %
28
29.5%
9
9.5 %
1
1 %
95
100 %
9. I feel glad if there is someone
speak in Javanese language
with me.
% of total
58
61 %
14
14.7%
23
24.2%
- 95
100 %
10. Every school must add
Javanese language as a Muatan
Lokal.
% of total
51
53.7%
35
36.8%
9
9.5%
- 95
100 %
11 Vocabularies of Javanese
language must have
improvement to make it exist in
globalization era.
% of total
57
60 %
31
32.6%
7
7.4 %
-
95
100 %
12. I enjoy to read a book in
Javanese language than bahasa
Indonesia.
% of total
19
20 %
3
3.2 %
69
72.6%
4
4.2 %
95
100 %
13. I only use Javanese language
when get interaction in social
media,
% of total
3
3.2 %
1
1 %
50
52.6%
41
43.2%
95
100 %
14. I only use Javanese language
when communicate with my
family.
% of total
9
9.5 %
10
10.5%
54
56.8%
24
25.3%
95
100 %
S : Setuju (Agree)
SS : Sangat Setuju (Strongly Agree)
TS : Tidak Setuju (Disagree)
STS : Sangat Tidak Setuju (Strongly Disagree)
44
Based on the data I got, it shows that many parents tend to use bahasa
Indonesia when they speak with their children, so most of the children’s native
language is bahasa Indonesia. They think that if they want their children get good
education, their children must able to speak bahasa Indonesia. If their children
cannot speak bahasa Indonesia fluently, their children will not be able to get high
education and they may will not get a good job in the future. This perspective is
also the same with the children opinion as shown in the table 8 above.
As shown in table 8 above, in question 1 and 2, there are 60 or 63.2 %
of the respondents agree when mastering bahasa Indonesia will make them easy to
find better job in the future. Moreover there are 62 or 65.3 % of the respondents
who agree that they must speak fluently in bahasa Indonesia if they want to
continue their study in a good school. So, I can conclude that they think bahasa
Indonesia play an important role in their future. It is also strengthen by the
respondents’ opinion about bahasa Indonesia which has a bigger role to face
globalization era than Javanese language. There are for about 62 of the respondents
who agree if bahasa Indonesia will help them in global era. This finding is
supported by the previous study by Masruddin (2014), he found that the reality in
Wotu area shows that family domain is not a place to inherit the local language
because of global era and technology advancement. Furthermore, he found that
bahasa Indonesia is a medium in education, so the parents prefer to use bahasa
Indonesia at home to communicate with their children.
Most of the respondents tend to use bahasa Indonesia, Even most of them
can speak in Javanese language. From the questionnaire it also shows that almost
45
all of the respondents said that they can speak Javanese language. There are 92 from
95 or 96.8 % of the respondents who say “yes” when I give a question about their
ability in using Javanese language (see appendix page 18). They will use Javanese
language only when they get communication with people who have known by them.
They also use bahasa Indonesia in all kind of situations both formal and informal
situation, so we can predict that Javanese teenagers in Semarang have no desire to
maintain their vernacular language.
From table 8 above it is also indicated that most of the respondents feel
more comfortable to speak in bahasa Indonesia to communicate with people than
in Javanese language. Even, actually they can speak in Javanese language in low
level (bahasa ngoko), but they prefer to use bahasa Indonesia. Based on my direct
observation and the questionnaire data I got, most of them think bahasa Indonesia
is more flexible and easy to understand for them.
The table above also shows that there are three findings of teenagers’
language attitude toward Javanese language, there are cognitive, conative, and
affective aspects. The explanation of cognitive, affective and conative aspect of
Javanese teenagers’ language attitude will be described below.
46
4.3.1 Cognitive Aspect
Cognitive aspect is a kind of perception of people. It is like an idea or concept which
is used by people to think about something. In other words, cognitive aspect is our
thoughts, beliefs, and ideas about something. To show cognitive aspect I give some
questions to the respondents about their perceptions of Javanese language. The
questions are (1) Javanese language must be saved as an inheritance of ancestors,
(2) Javanese language has higher aesthetics value and more polite than bahasa
Indonesia, and (3) Speaking in Javanese language will look like an odd person.
Percentages of the result are shown in chart below.
Figure.1. Chart of the cognitive aspect of teenager in Semarang
Figure 1 shows that 67.3 % of the respondents really agree when
Javanese language is an heritance of ancestors, for about 50 % of them agree that
Javanese language has higher aesthetic value and more polite than bahasa
29
64
1 1
47
38
9 17 1
61
26
0
10
20
30
40
50
60
70
S SS TS STS
Cognitive Aspect
Javanese language is an heritance
Javanese language has higer aesthetic
Speaking in Javanese will look like an odd person
47
Indonesia. Moreover, almost none of them (1%) really agree when someone speak
in Javanese language will look like an ancient people.
Javanese language as a part of culture, and attachment of some cultures
will make it as an identity of the user. The fact that Javanese teenagers’ belief when
Javanese language is a part of their identity shows their positive attitude toward that
language. In this case this is considered as the sentimental attachment of that
language.
From the chart above, it also can be seen that the cognitive aspect of
younger generations in Semarang shows an agreement about Javanese language as
a heritance that must be saved. From this result, we can argue that younger
generations in Semarang actually admit Javanese language as their culture, even in
the reality they do not always use Javanese language.
Javanese language as a heritance and their culture must be saved by next
generations because language is an important factor that make social and cultural
identity. Weinrich (1968) said that social identity, including ethnic identity are
many ideas, behavior, attitude, and language symbols transferred to the next
generations by socialization. Without any socialization, younger generation will do
not know about their own ethnic and culture. The identity of the ethnic groups is
not only about their language, but also about culture. They have known that
Javanese language is a heritance and have higher value, but in the fact their
awareness of language norm that push them to use Javanese language is still low.
48
So, when this condition is continued in every year and there is nothing effort to
solve it, Javanese language will really lost.
4.3.2 Affective Aspect
Affective aspect is an emotion of the people that make them feel happy or unhappy
with something. Suhardi (1996; 22) said that Affective aspect is someone’s feeling
about some objects and their emotion. In short, it can be said that affective aspect
involves a person feelings or emotions about the attitude.
Affective aspect of younger generations in Semarang can be seen from two
questions, there are (1) I proud if I can speak Javanese fluently, (2) I feel glad if
there is someone speak in Javanese language with me. The percentage of the answer
shown in the chart below.
Figure.2. Chart of the affective aspect of teenager in Semarang
57
28
9 1
58
14
23
000
10
20
30
40
50
60
70
S SS TS STS
Affective aspect
I proud use Javanese language I feel glad when I can speak in Javanese language
49
Figure 2 above shows the percentage of affective aspect, there are 57 or
60 % of the respondents agree that they feel proud if they can use Javanese language
and glad if there is someone speak in Javanese language with them. Javanese
language as an identity of Javanese people may make the Javanese people have
positive attitude to the language. From the figure above we also can see that most
of the respondents feel glad if there is someone speaks in Javanese language with
them. So, it shows positive attitude toward Javanese language. Language pride will
motivate someone to use and expand the language as their identity. As we know,
Javanese language is an identity of Javanese culture, so it really possible if the
children show positive attitude toward this language.
4.3.3 Conative Aspect
Conative aspect is the way the attitude we have influences about something. It is
tendency or disposition to act in certain ways toward something. Based on the
conative aspect of the Javanese teenagers’ language attitude, there are four
questions to save Javanese language. There are (1) Every school must add Javanese
language as the Muatan Lokal, (2) I prefer to choose a book that used Javanese
language than bahasa Indonesia, (3) I only use Javanese language when get
interaction in social media, and (4) I only use Javanese language when
communicate with my family.
50
Figure.3. Chart of the conative aspect of teenager in Semarang
From chart 3, it can be seen that most of the respondents agree when
every school must add Javanese language as a Muatan Lokal to make children know
about their mother language and their own culture. Whereas, almost none of them
agree when Javanese language is used to get communication in the social media or
with people around them. Furthermore, only 1 % of the respondents choose
Javanese book, and 66 of them prefer to choose bahasa Indonesia. Only 9 of the
respondents who use Javanese language, and about 54 of all of them use bahasa
Indonesia. This finding show that most of the respondents lost their willingness to
act as Javanese people to save the language by using Javanese language in their
interactions. They only proof the government to have a role in saving Javanese
language, but in the fact, they do not show in the real act.
Based on the conative aspect, we can see that most of the respondents
have negative attitude towards Javanese. It means, their willingness to save
51
35
9 019
3
66
43 1
50
41
9 10
54
24
0
10
20
30
40
50
60
70
S SS TS STS
Conative aspect
Javanese language must add as Mulatan Lokal
I prefer to choose Javanese book
I only use Javanese language in social media
I only use Javanese language at home
51
Javanese language just shown in their hope and there is no real act from them. From
the fact above, we also can conclude that Javanese teenager’s awareness of
language norms is low, so it influences their language use.
4.4 The Relationship between Their Language Attitude and Teenagers’ Language
Use
From the questionnaire I found the fact that most of the teenagers in Semarang tend
to use bahasa Indonesia than Javanese language to get communication. It happens
almost in general situation both in formal and informal situation. Moreover, based
on the ability of the respondents to use Javanese language, it is obviously shown
that almost all of the respondents stated that they can speak in Javanese language
(see appendix page 18). Interestingly, most of them or for about 64.2 % of them
prefer to use bahasa Indonesia to communicate with others. So, it can be said that
the awareness of the respondents to use Javanese language has been decreasing,
while there has been a remarkable increase in bahasa Indonesia proficiently.
As a vernacular language, Javanese language of course will be difficult
to compete with bahasa Indonesia which plays a role as a national and official
language. As a vernacular language, we cannot use Javanese language in all aspects
and situations because the language is only used by some groups or people in a
domestic domains. So, many teenagers in Semarang use bahasa Indonesia because
they believe if they can speak in bahasa Indonesia, they will get better life in the
52
future because they will be easy to get better job. As the finding above, we can say
that the use of bahasa Indonesia by teenagers in Semarang indicate that bahasa
Indonesia has a big role as an instrumental attachment of the language. Teenagers
feel upset when they cannot get what others can because they lack the ability to use
bahasa Indonesia. They think that bahasa Indonesia is the key to get better future.
So, they prefer to shift their language into bahasa Indonesia. This finding is also
supported by the data that have taken before (see appendix page 17). It shows many
reasons why teenagers in Semarang tend to use bahasa Indonesia rather than
Javanese language. One of the big reasons is because they can use bahasa Indonesia
to communicate with everyone and in everyplace without feeling afraid if the people
do not know the language.
Usually, language pride will force younger generation to use their
vernacular language and use it as their identity. In this research, I found that the
respondents show positive attitude based on the cognitive and affective aspect, but
in fact, from the conative aspect they show negative attitude toward Javanese
language.
53
CHAPTER V
CONCLUSION
From the data analysis in chapter IV, it can be concluded that teenagers in
Semarang, especially students in SMP N 27 Semarang tend to use bahasa Indonesia
than Javanese language. There are several factors that influence them to use bahasa
Indonesia. The factors come from internal and external factors. From internal
factors, it is because there are different family backgrounds, gender, and their
language attitude, but the external factors can be caused by the differences of the
communities, environment, interlocutors, and the context of the conversations.
The finding about differences of family background shows that many
children will have a tendency to use bahasa Indonesia when they come from family
which has higher economical background and their parents graduated from higher
level of education. Parents have an important role to their children language
acquisition. Language use of the children is more influenced by their father’s role.
Most of mothers are housewives. They will use bahasa Indonesia at home because
their husband work as a white-collar worker like civil servant, teacher, or employee.
Based on the context of the conversation, nowadays Javanese teenagers start
to use bahasa Indonesia not only in formal situation, but also in informal situation.
Sometimes they also mix their language in bahasa Indonesia and Javanese language
when they speak with their community. Based on my observation, most of them
will use Javanese language when they make a joke with their friends. They also will
54
use bahasa Indonesia with people whom they have not known to make a better
communications with them. Sometimes, the teenagers think that using Javanese
language is impossible since the interlocutors are not Javanese native speaker.
Then, even the interlocutors are Javanese native speaker, they are afraid to use
Javanese language because there are many levels in Javanese language style. They
are confused to use it and afraid if they will be perceived as impolite person when
they use wrong Javanese level.
There are three aspects of teenagers’ language attitude; cognitive, affective
and conative. From these aspects, it can be concluded that Javanese teenagers have
positive attitude with Javanese language, but their attitude toward Javanese
language is more like a hope rather than a realization of act. They are aware about
Javanese language as their own culture and they are pride about it, but they still
prefer to use bahasa Indonesia to communicate with people around them.
The use of bahasa Indonesia also shows the instrumental attachment of
language. They use bahasa Indonesia to get what the other can get by mastering
national language, like better education or future life.
In addition, I suggest that the general factors which lead the teenagers to use
bahasa Indonesia are bilingualism, loyalty, economic, and social background. Each
contributes different influences to the language use. Teenagers’ Javanese language
loyalty is considered lower. Even though the situation allows the speaker to use
Javanese language, but in fact they use bahasa Indonesia. It happens because
bahasa Indonesia is a national language; speakers have to master and use it in
55
formal situation. So, it brings the biggest influence to shift Javanese language into
bahasa Indonesia.
56
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60
APPENDIX
1
Kuesioner faktor yang mempengaruhi Language Shift (alih bahasa) dan sikap
bahasa di kalangan siswa SMP kota Semarang
Mohon diisi kuesioner berikut sesuai dengan apa yang menurut Anda paling
benar.
I.
1. Jenis kelamin :
a. L b. P
2. Asal / tempat kelahiran (Sebutkan desa dan kota):
:.......................................................................................................................
3. Dari mana asal orang tua Anda? (Sebutkan nama desa dan kota)
Ayah :...........................................................................................................
Ibu :...........................................................................................................
4. Di mana Anda tinggal saat ini? (Sebutkan nama desa dan kota)
:.......................................................................................................................
5. Sudah berapa lama Anda tinggal di Semarang?
a. 1-5 tahun
b. 6-10 tahun
c. > 10 tahun
6. Apa pendidikan terakhir orang tua Anda: (Tuliskan juga pekerjaan ayah
dan ibu Anda, contoh : ayah: PT => Guru, Ibu: SMA=> Karyawan )
a. SD
b. SMP
c. SMA
d. Akademi
e. Pergruan Tinggi (PT) /
Sarjana (S1)
Lainnya...........................................................................................................
7. Apakah bahasa asli Anda (bahasa yang diajarkan semenjak bayi / native
language) ?
a. Bahasa Jawa
b. Bahasa Indonesia
c. Lainnya.....................................................................................................
8. Bahasa apakah yang digunakan oleh:
Nama:
Kelas:
2
a. Keluarga di rumah?
..................................................................................................................
b. Teman-teman sepergaulan di rumah?
..................................................................................................................
c. Kerabat/saudara yang tidak tinggal dalam satu rumah dengan Anda?
..................................................................................................................
d. Tetangga di rumah?
..................................................................................................................
9. Manurut Anda apakah bahasa Indonesia lebih penting dari bahasa Jawa?
(Ya / Tidak);
Jika jawaban Ya, karena: (boleh memilih lebih dari satu)
a. Bahasa Indonesia memiliki nilai estetika yang lebih tinggi dari bahasa
Jawa
b. Bahasa Indonesia dipelajari di sekolah
c. Bahasa Indonesia memberikan masa depan yang lebih baik
d. Bahasa Indonesia dapat digunakan di mana saja
e. Bahasa Indonesia dapat digunakan untuk berkomunikasi dengan orang
yang berasal dari suku yang berbeda
f. Lainnya....................................................................................................
Jika jawabannya Tidak, karena: (boleh memilih lebih dari satu)
a. Bahasa Jawa memiliki nilai estetika yang lebih tinggi dari bahasa
Indonesia
b. Bahasa Jawa adalah warisan leluhur yang harus dilestarikan
c. Bahasa Jawa lebih memiliki nilai sopan santun dari pada bahasa
Indonesia
d. Lainnya.....................................................................................................
10. Pada situasi apa Anda akan memilih menggunakan bahasa Indonesia
untuk berkomunikasi? (boleh memilih lebih dari satu)
a. Berada di lingkungan yang baru
b. Berada di lingkungan yang sudah dikenal dengan orang-orang yang
sudah akrab
c. Situasi belajar mengajar di sekolah (formal)
d. Berada di public area (tempat umum)
e. Berkumpul atau rapat dengan teman-teman organisasi sekolah
(ekstrakulikuler)
f. Membeli sesuatu di toko dekat rumah
g. Membeli sesuatu di mall atau supermarket
h. Lainnya....................................................................................................
3
11. Apakah Anda bisa berbicara dalam bahasa Jawa (Ya / Tidak) Jika Ya,
Pada situasi seperti apa Anda akan memilih menggunkan bahasa Jawa
untuk berkomunikasi?
a. Berada di lingkungan yang baru
b. Berada di lingkungan yang sudah dikenal dengan orang yang sudah
akrab
c. Berada di rumah (situasi non formal)
d. Bercerita secara pribadi dengan teman dekat
e. Berada di public area (tempat umum)
f. Membeli sesuatu di toko dekat rumah
g. Membeli sesuatu di mall atau supermarket
Lainnya....................................................................................................
12. Menurut Anda apakah bahasa Jawa layak untuk dijadikan alat
berkomunikasi sehari-hari daripada bahasa Indonesia?
a. Ya
b. Tidak
Alasan
:.......................................................................................................................
II.
1. Menguasai bahasa Indonesia dapat memberikan masa depan atau
pekerjaan yang lebih baik di masa depan daripada menguasai bahasa
Jawa
a. Setuju
b. Sangat setuju
c. Tidak setuju
d. Sangat tidak setu
Alasan
:.......................................................................................................................
2. Kalau mau melanjutkan pendidikan ke jenjang yang lebih tinggi di
sekolah yang bagus Anda harus dapat berbahasa Indonesia resmi
a. Setuju
b. Sangat setuju
c. Tidak setuju
d. Sangat tidak setuju
Alasan
:.......................................................................................................................
3. Saya lebih nyaman menggunakan bahasa Indonesia untuk berkomunikasi
dengan masyarakat daripada menggunakan bahasa Jawa.
a. Setuju
b. Sangat setuju
c. Tidak setuju
d. Sangat tidak setuju
4
Alasan
:.......................................................................................................................
4. Bahasa Indonesia memiliki peran yang lebih penting untuk menghadapi
era globalisasi daripada bahasa Jawa.
a. Setuju
b. Sangat setuju
c. Tidak setuju
d. Sangat tidak setuju
Alasan
:.......................................................................................................................
5. Berbicara dalam bahasa daerah/ b. Jawa terlihat kuno.
a. Setuju
b. Sangat setuju
c. Tidak setuju
d. Sangat tidak setuju
6. Bahasa Jawa harus dipertahankan sebagai warisan luhur
a. Setuju
b. Sangat setuju
c. Tidak setuju
d. Sangat tidak setuju
7. Bahasa Jawa memiliki nilai estetika dan etika/ sopan santun yang lebih
tinggi daripada bahasa Indonesia.
a. Setuju
b. Sangat setuju
c. Tidak setuju
d. Sangat tidak setuju
8. Saya merasa bangga karena bisa berbahasa Jawa dengan lancar
a. Setuju
b. Sangat setuju
c. Tidak setuju
d. Sangat tidak setuju
Alasan
:.......................................................................................................................
9. Saya merasa senang ketika ada orang mengajak saya berbicra
menggunakan bahasa Jawa
a. Setuju
b. Sangat setuju
c. Tidak setuju
d. Sangat tidak setuju
Alasan
:.......................................................................................................................
10. Setiap sekolah harus memasukan pelajaran bahasa Jawa sebagai muatan
lokal.
a. Setuju
b. Sangat setuju
c. Tidak setuju
d. Sangat tidak setuju
Alasan
:.....................................................................................................................
11. Kosakata bahasa Jawa harus terus dikembangkan agar bisa tetap eksis di
era globalisasi.
5
a. Setuju
b. Sangat setuju
c. Tidak setuju
d. Sangat tidak setuju
Alasan
:.......................................................................................................................
12. Anda lebih menyukai buku cerita dalam bahasa Jawa daripada dalam
bahasa Indonesia
6
a. Setuju
b. Sangat setuju
c. Tidak setuju
d. Sangat tidak setuju
Alasan
:.......................................................................................................................
7
III. Beri tanda √ pada kolom yang menurut Anda paling sesuai.
No.
Pertanyaan
Sel
alu
/ h
am
pir
sel
alu
BI
Leb
ih b
an
ya
k B
I d
ari
BJ
Bi
da
n B
J d
igu
na
ka
n
(ha
mp
ir)
sam
a
ba
ny
ak
ny
a
Sel
alu
/ h
am
pir
sel
alu
BJ
Leb
ih b
an
ya
k B
J
da
ri B
I
1. Bahasa yang saya gunakan dengan
orang tua dan saudara kandung.
2. Bahasa yang saya gunakan dengan
teman ketika di sekolah (dalam kelas)
3. Bahasa yang saya gunakan dengan
teman ketika di sekolah (luar kelas)
4. Bahasa yang saya gunakan dengan
teman di rumah
5. Bahasa yang saya gunakan dengan
tetangga di ruamah dalam situasi non
formal
6. Bahasa yang saya gunakan dengan guru
dan petugas sekolah ketika di dalam
kelas/ situasi formal
7. Bahasa yang saya gunakan dengan guru
dan petugas sekolah ketika di luar
kelas/ situasi non formal.
8. Bahasa yang saya gunakan ketika
berkomunikasi dengan orang yang
belum dikenal.
9. Bahasa apa yang Anda gunakan saat
mengirim sms kepada teman
10. Bahasa apa yang Anda gunakan saat
berbicara dengan sepupu atau saudara
jauh.
11. Bahasa yang Anda gunakan saat
menggunakan media sosial elektronik
12. Bahasa yang Anda gunakan saat
berbicara lewat telepon
13. Bahasa yang Anda gunakan saat berdo’a
14. Bahasa yang digunakan saat berbicara
dengan pembantu di rumah.
_____TERIMAKSIH_____
8
THE RESULT OF QUESTIONNAIRE SURVEY
Table 1. Total of the respondents
Table 2. The respondent’s origin
Origin Gender Total
Male Female
Java Count 34 58 92
% of total 94.4 % 98.3 % 97 %
Non Java Count 2 1 3
% of total 5.55 % 1.7 % 3%
Total Count 36 59 95
% of total 100 % 100 % 100 %
Table 3. The distribution of language used by Javanese teenagers based on their origin
Origin Language use Total
Javanese Bahasa
Indonesia
Mix
language
Java Count 28 53 11 92
% of total 29.5 % 55.8 % 11.5 % 96.8 %
Non Java Count - 3 - 3
% of total - 3.2 % - 3.2 %
Total Count 28 56 11 95
% of total 29.5 % 58.9 % 11.5 % 100 %
Total of the respondents Count % of count
Male 36 37.9 %
Female 59 62. 1 %
Total 95 100%
9
Table 4. Their father’s origin
Father Gender
Total Male Female
Central and east
Java
Count 34 54 88
% of total 94.4 % 91.5 % 92.8 %
Non Java Count 2 5 7
% of total 5.6 % 8.5 % 7.2 %
Total Count 36 59 95
% of count 100 % 100 % 100 %
Table 5. Their mother’s origin
Mother Gender
Total Male Female
Central and east
Java
Count 32 57 89
% of total 88.9 % 96.6 % 93.7 %
Non Java Count 4 2 6
% of total 11.1 % 3.4 % 6.3
Total Count 36 95 95
% of count 100 % 100 % 100 %
Table 6. How long they have been staying in Semarang?
How long they stay in
Semarang
Gender Total
Male Female
1-5 years Count 3 6 9
% of total 8.3 % 10.2 % 9.5 %
6-10 years Count 1 4 5
% of total 2.7 % 6.8 % 5.3 %
>10 Years Count 32 49 81
% of total 88.9 % 83 % 85.2 %
Total Count 36 59 95
% of count 100 % 100 % 100 %
10
Table 7. Distribution of language used by children based on the duration of their stay
in Semarang.
The duration of their
stay in Semarang
Language use
Javanese Bahasa Indonesia Mix language
M F M F M F
1-5
years
Count 1 - 2 6 - -
% of total 2.7 % - 5.5 % 10.2% - -
6-10
years
Count - - 1 4 - -
% of total - - 2.7 % 6.8 % - -
>10
years
Count 19 8 9 34 4 7
% of total 52.7 % 10.6% 25 % 57.6% 11.1% 11.8%
Total Count 20 8 12 44 4 7
% of total 55.5% 10.6% 33.3 % 74.6% 11.1% 11.8%
% of total in distribution of language used by children based on how long their stay in
Semarang is count based on the amount of male and female (males: 36, Females: 59).
Male = X=𝑥
36 𝑥 100 Female = X=
𝑥
59 𝑥 100
Table 8. Their parent’s education
Parent’s education Father Mother Total
Elementary
school
Count 8 9 17
% of total 8.4 % 9.5 % 17.0 %
Junior high
school
Count 9 12 21
% of total 9.5 % 12.6 % 22.1 %
Senior high
school
Count 40 41 81
% of total 42.1 % 43.2 % 85.2 %
Academy Count 2 - 2
% of count 2.1 % - 2.1 %
University Count 36 33 69
% of count 37.9 % 34.7 % 72.6 %
Total Count 95 95 190
% of count 100 % 100 % 100 %
11
Table 9. The distribution of language used by teenager in Semarang based on their
parent’s education
Parent’s education Language use Total
Javanese BI Mix
Elementary
school
Count 8 - - 8
% of total 8.4 % - - 8.4 %
Junior high
school
Count 5 1 - 6
% of total 5.3 % 1 % - 6.3 %
Senior high
school
Count 10 16 4 30
% of total 10.5 % 16.8 % 4.2 % 31.5 %
Academy Count - 1 1 2
% of total - 1 % 1 % 2 %
University Count 5 38 6 49
% of total 5.3 % 40 % 6.4 % 51.7 %
Total Count 28 56 11 95
% of total 29.5 % 58.8 % 11.5 % 100 %
Table 10. The distribution of language used by Javanese teenagers based on their
father’s job
Father’s Job Language use Total
Javanese BI Mix
Civil servant Count 3 16 1 20
% of total 2.9 % 16.8 % 1 % 19 %
Teacher Count 1 4 - 5
% of total 1 % 3.8 % - 4.8 %
Entrepreneur Count 5 6 4 15
% of total 4.8 % 5.7 % 3.8 % 14.25 %
Doctor Count - 1 - 1
% of total - 1 % - 1 %
Farmer Count 1 - - 1
% of total 1 % - - 1 %
Employee Count 7 21 3 31
% of total 6.65 % 19.95% 2.9 % 29.45 %
Laborer Count 5 1 - 6
% of total 4.8 % 1 % - 5.7 %
Driver Count 1 1 - 2
% of total 1 % 1 % - 1.9 %
Security Count 2 - 1 3
% of total 1.9 % - 1 % 2.9 %
12
Father’s Job Language use Total
Javanese Bahasa
Indonesia
Mix
Others Count 3 5 2 10
% of total 2.9 % 4.8 % 1.9 % 9.5 %
No job Count - 1 - 1
% of total - 1 % - 1 %
Total Count 28 56 11 95
% of total 29.5 % 58.9 % 11.5 % 100 %
Table 11. The distribution of language used by Javanese teenagers based on their
mother’s job
Mother’s Job The language use Total
Javanese Bahasa
Indonesia
Mix
language
Civil servant Count 1 5 - 6
% of total 1 % 4.8 % - 5.7 %
Teacher Count 2 - - 2
% of total 1.9 % - - 1.9 %
Housewife Count 16 33 6 55
% of total 15.2 % 31.35 % 5.7 % 52.25 %
Entrepreneur Count 1 5 1 7
% of total 1 % 4.8 % 1 % 6.65 %
Doctor Count - 1 - 1
% of total - 1 % - 1 %
Laborer Count - - 1 1
% of total - - 1 % 1 %
Employee Count 5 7 1 13
% of total 4.8 % 6.65 % 1 % 12.35 %
Others Count 3 5 2 10
% of total 2.9 % 4.8 % 1.9 % 9.5 %
Total Count 28 56 11 95
% of total 29.5 % 58.9 % 11.5 % 100 %
13
Table 12. The distribution of language used by teenagers in Semarang based on their
parent’s job
No. Name Class Fathers’
Job
Mothers’
Job
BJ BI Mix
1. Tafana Ade S. 7A Employee Employee √
2. Natasya Aulia 7A Employee Employee √
3. Faradyta M.F 7A Employee Employee √
4. Amelina P. 8A Employee Employee √
5. Atha Ridho P. 8A Employee Employee √
6. Alfalul M. 8A Employee Employee √
7. Araya Alfata R. 7A Employee Housewife √
8. Maya Andira 7A Employee Housewife √
9. Maulana Yusuf 7A Employee Housewife √
10. Alifia Febriana 7A Employee Housewife √
11. Sekar R. 7A Employee Housewife √
12. Wahyu W. 7A Employee Housewife √
13. Nur Rahalimah 7A Employee Housewife √
14. Salsabillah Fitri 7A Employee Housewife √
15. Eva R. 7A Employee Housewife √
16. Wanna Asry K. 8A Employee Housewife √
17. Salwa Darrel F. 8A Employee Housewife √
18. Abdullah Sajid 8A Employee Housewife √
19. Aji Saputro 8A Employee Housewife √
20. Mareta G. 8H Employee Housewife √
21. Mayra Salsabila 8H Employee Housewife √
22. Oktavia Eny S. 8H Employee Housewife √
23. Ifka Perdana P. 8H Employee Housewife √
24. Dahniar R. 8H Employee Housewife √
25. Sekar Kinasih 8H Employee Housewife √
26. Deviana K. 8H Employee Housewife √
27. Rizal wiranaya 7A Employee Civil servant √
28. Chynthia Noura 7A Employee Civil servant √
29. Bela Asyifah P. 8A Employee Civil servant √
30. Adinda Marsya 8A Employee Entrepreneur √
31. Tifany Duta B. 8H Employee Laborer √
32. Neilla Qurrota 8H Employee Teacher √
33. Ardhiansyah W. 7A Civil servant Housewife √
34. Ilham Novianto 7A Civil servant Housewife √
35. Rifky Reza A. 7A Civil servant Housewife √
14
No. Name Class Fathers’
Job
Mothers’
Job
BJ BI Mix
36. Febri Ardera 7A Civil servant Housewife √
37. Rosyid F. 7A Civil servant Housewife √
38. Salma S. 7A Civil servant Housewife √
39. M. Aziz 7A Civil servant Housewife √
40. Dimas S. Y. 7A Civil servant Housewife √
41. Karelina Ratri 8A Civil servant Housewife √
42. Silvia Antalia 8A Civil servant Housewife √
43. Mega Indah S. 8A Civil servant Housewife √
44. Rymarsha A. 8A Civil servant Housewife √
45. Gilda Pramesti 8H Civil servant Housewife √
46. Avizka R. 8H Civil servant Housewife √
47. BungaA. 7A Civil servant Civil servant √
48. Aurelia Mutiara 8A Civil servant Civil servant √
49. Annisa Ikhtiar 8A Civil servant Entrepreneur √
50. Raden Ocka H. 8A Civil servant Employee √
51. Atikah Nur P. 8A Civil servant Employee √
52. Gita Kristia S. 8H Civil servant Employee √
53. Zhabila Nur A. 8A Entrepreneur Entrepreneur √
54. Lysandra Bryna 8A Entrepreneur Entrepreneur √
55. Destiara S. 8H Entrepreneur Entrepreneur √
56. Agatha Dian I. 7A Entrepreneur Housewife √
57. Sendita W. 7A Entrepreneur Housewife √
58. M. Yusuf Y. 8A Entrepreneur Housewife √
59. Rendra Massaid 8A Entrepreneur Housewife √
60. Mei Lina A. 8H Entrepreneur Housewife √
61. Ica Dista A. 8H Entrepreneur Housewife √
62. Dewi Melati S. 8H Entrepreneur Housewife √
63. M. Angga Dwi 8H Entrepreneur Housewife √
64. Rifal A. 8H Entrepreneur Housewife √
65. Sahara Ainun N. 8H Entrepreneur Housewife √
66. Herly Wahyudi 8H Entrepreneur Employee √
67. Aminudin S. 8H Entrepreneur Employee √
68. Febriyanshah R. 8H Teacher Teacher √
69. Athallah Razzah 7A Teacher Housewife √
70. Izzulhaq Z. 8A Teacher Employee √
71. Fadiya Azzahra 8H Teacher Entrepreneur √
72. Asharinnisa S. 8H Teacher Doctor √
73. Monasari D. 7A Laborer Housewife √
74. Lilies P. 8A Laborer Housewife √
15
No. Name Class Fathers’
Job
Mothers’
Job
BJ BI Mix
75. M. Helmi 8A Laborer Housewife √
76. Galang fajar S. 8H Laborer Housewife √
77. Bintang Ridzky 8H Laborer Housewife √
78. Ruly Kurnia 8H Laborer Entrepreneur √
79. Ayu W. 7A driver Housewife √
80. Shinta Rizkiani 8A driver Housewife √
81. Wahid N. 7A Farmer Housewife √
82. M. Ariq 8H Doctor Civil servant √
83. M. Iqbal Y. 8H Security Housewife √
84. Irfan Maulana 8H Security Housewife √
85. Anastasya H. 8H No job Employee √
86. Bintang Alljero 8A Others Others √
87. Dhenya Nasgita 7A Others Others √
88. Fatimatul A. 7A Others Others √
89. Diajeng Pr. 8A Others Others √
90. Anggi C.M 8A Others Others √
91. May Wulan Ayu 8A Others Others √
92. Divia Windiya 8A Others Others √
93. Dyah Maharani 8A Others Others √
94. Andromeda B. 8A Others Others √
95. M. Iqbal F. 8A Others Others √
Total 28 56 11
16
Table 13. The total of language used based on their parent’s job
Parent’s Job Language Use
Total Father Mother Javanese Bahasa
Indonesia
Mix
language
Employee Employee 2 3 1 6
Employee Housewife 3 15 2 20
Employee Civil servant 1 2 - 3
Employee Laborer - - 1 1
Employee Teacher 1 - - 1
Employee Entrepreneur - 1 - 1
Civil servant Housewife 1 12 1 14
Civil servant Civil servant - 2 - 2
Civil servant Entrepreneur - 1 - 1
Civil servant Employee 2 1 - 3
Entrepreneur Entrepreneur - 2 1 3
Entrepreneur Housewife 4 3 3 10
Entrepreneur Employee 1 1 - 2
Teacher Teacher 1 - - 1
Teacher Housewife - 1 - 1
Teacher Employee - 1 - 1
Teacher Entrepreneur - 1 - 1
Teacher Doctor - 1 - 1
Laborer Housewife 4 1 - 5
Laborer Entrepreneur 1 - - 1
Driver Housewife 1 1 - 2
Farmer Housewife 1 - - 1
Doctor Civil Servant - 1 - 1
Security Housewife 2 - - 2
No job Employee - 1 - 1
Others Others 3 5 2 10
Total 28 56 11 95
17
Table 14. Their native language
Language use Count % of total
Javanese 34 35.8 %
Bahasa Indonesia 61 64.2 %
Total 95 100 %
Table 15. Language used by their family at home
Language use Count % of total
Javanese 30 31.6 %
Bahasa Indonesia 29 30.5 %
Javanese and Bahasa Indonesia 36 37.9 %
Total 95 100 %
Table 16. Language used by their friends at home
Language use Count % of total
Javanese 41 43.1 %
Bahasa Indonesia 26 27.4 %
Javanese and Bahasa Indonesia 28 29.5 %
Total 95 100 %
Table 17. Language used by their family who does not life with them
Language use Count % of total
Javanese 24 25.3 %
Bahasa Indonesia 47 49.4 %
Javanese and Bahasa Indonesia 24 25.3 %
Total 95 100 %
Table 18. Language used by their neighbors
Language use Count % of total
Javanese 27 28.4 %
Bahasa Indonesia 49 51.6 %
Javanese and Bahasa Indonesia 19 20 %
Total 95 100 %
18
Table 19. Bahasa Indonesia is more important than Javanese language.
Bahasa Indonesia is more
important than Javanese
Count % of the total
Yes 82 86.3 %
No 13 13.7 %
Total 95 100 %
Table 12. Reasons why they say bahasa Indonesia is more important than Javanese
language
Reasons why they say yes Count
Bahasa Indonesia has higher aesthetics value than Javanese
language
14
We learn bahasa Indonesia at school 17
Bahasa Indonesia will give a better future 12
Bahasa Indonesia can be used anywhere 49
Bahasa Indonesia can be used to communicate with everyone 66
Total 158
Table 21. Reasons why they say bahasa Indonesia is not more important than Javanese
language
Reasons why they say no Count
Javanese language has higher aesthetics value than bahasa
Indonesia
5
Javanese language is one of cultures or inheritance of ancestors
in Indonesia
5
Javanese language is more polite than bahasa Indonesia 12
Total 22
Table 22. Kind of situations they will use bahasa Indonesia to communicate
Kind of situations Count
In a new place 81
In a place with many people I have known 9
In a learning process at school or in formal situation 59
In public area 74
Have a meeting with my organization’s friends 31
Buy something in a shop near home 46
Buy something in a supermarket or mall 70
19
Table 23. Their ability to speak Javanese language
Can you speak Javanese? Count % of total
Yes 92 96.8 %
No 3 3.2 %
Total 95 100 %
Table 24. Kind of situations they will use Javanese language to communicate
Kind of situations Count
In a new place 3
In a place with many people I have known 63
In a learning process at school or in formal situation 50
In public area 6
Have a meeting with my organization’s friends 14
Buy something in a shop near home 23
Buy something in a supermarket or mall 2
Table 25. Is Javanese language proper to be used in daily communication?
Javanese language is
proper or not to
communicate
Count % of total
Yes 49 51.6 %
No 46 48.4 %
Total 95 100 %
Table 26. Mastering bahasa Indonesia will give more benefits for us especially to find
better job in the future than just mastering Javanese language.
Agree 60
Strongly agree 16
Disagree 19
Strongly disagree 0
Total 95
20
Table 27. You must fluent speak in bahasa Indonesia if you want to continue your
study in good school
Agree 62
Strongly agree 23
Disagree 10
Strongly disagree 0
Total 95
Table 28. I feel more comfort speak in bahasa Indoneisa to communicate with people
than speak Javanese language.
Agree 56
Strongly agree 14
Disagree 25
Strongly disagree 0
Total 95
Table 29. Bahasa Indonesia have bigger role to face globalization era than Javanese
Agree 62
Strongly agree 9
Disagree 24
Strongly disagree 0
Total 95
Table 30. Speak in Javanese language will look like ancient person.
Agree 7
Strongly agree 1
Disagree 61
Strongly disagree 26
Total 95
21
Table 31. Javanese language must be saved as an inheritance of ancestors.
Agree 29
Strongly agree 64
Disagree 1
Strongly disagree 1
Total 95
Table 32. Javanese language has higher aesthetics value and more polite than bahasa
Indonesia
Agree 47
Strongly agree 38
Disagree 9
Strongly disagree 1
Total 95
Table 33. I proud if I can speak Javanese fluently
Agree 57
Strongly agree 28
Disagree 9
Strongly disagree 1
Total 95
Table 34. I feel glad if there is someone speak in Javanese language with me
Agree 58
Strongly agree 14
Disagree 23
Strongly disagree 0
Total 95
Table 35. Every school must add Javanese language as a Muatan Lokal
Agree 51
Strongly agree 35
Disagree 9
Strongly disagree 0
Total 95
22
Table 36. Vocabularies of Javanese language must have improvement to make it exist
in globalization era
Agree 57
Strongly agree 31
Disagree 7
Strongly disagree 0
Total 95
Table 37. You are more enjoy to read a book in Javanese language than bahasa
Indonesia
Agree 19
Strongly agree 3
Disagree 66
Strongly disagree 4
Total 95
Table 38. The distribution of language used in daily life by Teenagers in Semarang
based on the situation and the interlocutors.
No
.
Questions
The languages use
Total
Alw
ays
BI
BI
> B
J
Bi
= B
J
Alw
ays
BJ
BJ
> B
I
1. Language that I use to
communicate with parents,
brothers and sisters.
% of Total
24
25.2 %
24
25.2 %
30
31.6 %
10
10.5 %
9
9.5 %
95
100 %
2. Language that I use to
communicate with my
cousin or other family.
% of Total
30
31.6 %
18
18.9 %
23
24.2 %
15
15.8 %
9
9.5 %
95
100 %
23
No
.
Questions
The languages use
Total
Alw
ays
BI
BI
> B
J
Bi
= B
J
Alw
ays
BJ
BJ
> B
I
3. Language that I use to
communicate with teacher
or school staff in formal
situation.
% of Total
60
63.2 %
28
29.5 %
6
6.3 %
1
1 %
-
95
100 %
4. Language that I use to
communicate with teacher
or school staff in informal
situation.
% of Total
56
59 %
27
28.4 %
9
9.5 %
2
2.1 %
1
1 %
95
100 %
5. Language that I use to
communicate with my
friends at school (in class)
% of Total
24
25.2 %
18
19 %
34
35.8 %
9
9.5 %
10
10.5 %
95
100 %
6. Language that I use to
communicate with my
friends at school (outside of
class)
% of Total
14
14.7 %
43
45.3 %
28
29.5 %
6
6.3 %
4
4.2 %
95
100 %
7. Language that I use to
communicate with my
friends at home.
% of Total
16
16.8 %
22
23.2 %
28
29.5 %
14
14.7 %
15
15.8 %
95
100 %
8. Language that I use to
communicate with my
neighbors in informal
situation
% of Total
29
30.5 %
30
31.6 %
19
20 %
7
7.4 %
10
10.5 %
95
100 %
24
No
.
Questions
The languages use
Total
Alw
ays
BI
BI
> B
J
Bi
= B
J
Alw
ays
BJ
BJ
> B
I
9. Language that I use to
communicate with Stanger.
% of Total
75
79 %
17
18 %
1
1 %
1
1 %
1
1 %
95
100 %
10. Language that I use to send
message, BBM, WA, line,
etc.
% of Total
26
27.4 %
20
21 %
32
33.7 %
11
11.6 %
6
6.3 %
95
100 %
11. Language that I use when I
get interaction in Social
media. (Twitter, Facebook,
etc.)
% of Total
41
43.2 %
29
30.5 %
21
22.1 %
3
3.2 %
1
1 %
95
100 %
12. Language that I use to
communicate by phone
% of Total
36
37.9 %
22
23.2 %
31
32.6 %
4
4.2 %
2
2.1 %
95
100 %
13. Language that I use to pray.
% of Total
73
76.9 %
13
13.7 %
8
8.4 %
1
1 %
-
95
100 %
14. Language that I use to
communicate with my
servant.
% of Total
19
38.8 %
11
22.4 %
15
30.6 %
2
4.1 %
2
4.1 %
49
100 %
25
DOCUMENTATION
Picture 1: the 2nd grade of students
Picture 2: the process of taking the data
26
Picture 3: the process of taking the data
Picture 4: SMP N 27 Semarang